The Odyssey: A Deeper Appreciation - Curriculum Unit 83.02.01

Sep 28, 2026

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Curriculum Unit 83.02.01 by Marie L. Fadus presents The Odyssey as an epic suited to students across reading levels through a focus on narrative understanding and “total immersion” in the spirit of Homeric culture (c. 1200–700 B.C.). The unit proposes reading and activity design that deepen appreciation, connect classical references in later high school literature, and support varied objectives including vocabulary building, geography tracing, memorization of deities, oral and written reports, and structured outlining, alongside guidance for pacing and discussion of complex references.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages11

Reading Time17 min

AccessFree to download

Introduction

Specific Objectives

Division of the Odyssey into Teaching Blocks

Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1983 Volume II: Greek and Roman Mythology The Odyssey: A Deeper Appreciation Curriculum Unit 83.02.01 by Marie L. Fadus Introduction Heroes, horrors, divine interventions, human imperfections, the tug and pull of yearning for home and adventuring away from home combine to give The Odyssey elemental appeal to students of varying ages And the breadth Of this epic poem, the genius of its rhapsode, can best be seen by the timeless interest of students who follow the ‘long-tried, royal’ Ithacan as he struggles from Troy to home while a student of less than average reading ability can enjoy the basic story, The Odyssey can be appreciated for more than the narrative by a ninth grade class of college level aptitude. And for any class reading a story of twenty-four book, a variety of activities oﬀers diversion and interest. Should not a student have a nodding acquaintance with the geography of the Mediterranean? For here is the world of Homer, the site of Troy, the island of Ithaca, and the conjectural landfalls of Odysseus and his crew. Should not a student research the excavations of Heinrich Schliemann at Hisarlik and Mycenae? For the Greeks were at war in the ever volatile Near East and at home in the Peloponnesus. Should not a student examine pictures of artifacts and relate what has been found to what has been read? For here may be seen gold cups, tripods, and bronze swords inlaid with silver and ivory, the kinds of guest gifts a king might confer upon the stranger at his door. Should not a student know the hierarchy of Greek gods and goddesses? For here is a civilization that oﬀers libations to the gods, believes in intervention by them, and abides by advice and auguries from the gods. In short, one hopes that his class is temporarily but totally immersed in the period c. 1200-700 B.C. , the age of Homeric culture. Curriculum Unit 83.02.01 1 of 11 The primary objective, then, is reading this epic poem and understanding its narrative element. This objective would be the same for all levels of students.And, although this unit relates to the teaching of this poem to upper level classes, one may note the Globe translations of the classics for students reading below grade level. The secondary objective,‘total immersion’ in the spirit of the age, is no less important and gives the student a deeper appreciation. What I hope to achieve is a balance and compatibility between the actual reading of the poem and activities which enhance and reinforce its meaning. In their subsequent high school years most college bound ninth graders will be asked to read outstanding literature. So much of this literature includes references to classical mythology because authors of this literature learned Latin and Greek or read popular translations of myths. For example, easy, cross-references may be made by the teacher of English between some of Shakespeare’s plays and mythology. Ninth graders who read Romeo and Juliet may be referred to Ovid’s Pyramus and This be. Upper class-men who read King Lear will note the common story pattern shared by it and Oedipus at Colonus. And the class which reads The Odyssey may draw ironic parallels between it and Agamemnon. Specific Objectives The reading of this story oﬀers the teaches an opportunity to hone the skills of his class in the following areas: 1. vocabulary—Words particularly representative of myths may be selected from the text the student is using. 2. geography—The Journey of Odysseus may be traced so that the student learns the area of the Mediterranean. 3. memorization—The Greek gods and goddesses and their Roman counterparts should be learned. 4. oral reports—These aﬀord the students an opportunity to develop poise and diction. 5. written reports—Students have to research places made famous in the story and classicists who continue to study the myths and the sites of the myths The students’ repor

FAQs

What primary teaching goal does the unit set for students reading The Odyssey?

To read the epic poem and understand its narrative elements, with the same core objective across student levels.

How does the unit describe the secondary objective of “total immersion”?

It emphasizes achieving a deeper appreciation by balancing actual reading with activities that enhance and reinforce the poem’s meaning.

What skill areas does the unit target through its specific objectives?

Vocabulary, geography, memorization of Greek and Roman deities, oral reports (poise and diction), written reports emphasizing critical thinking, and outlining practice for form and content.

Sep 28, 2026

Uploaded by Terk