Three units in mythology for the junior high school

Thesis (M.A.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.I. PROBLEM: To construct three units in mythology, Greek, Norse and Hindu, in order to increase students' awareness of the nature of literature and of the influence of these three cultures as represented in their mythologies on English language and literature. II. SCOPE AND LIMITATION: The units were designed for use in the junior high school in the following sequence: Seventh year - Greek Eighth year - Norse Ninth year - Hindu to obtain the benefit of cumulative effect upon the learnings. Each section however, is a complete unit and can be used independently of the others. The units are not all inclusive, but the selection of materials in each unit is such that a logical framework is imposed. The units make no provision for formal instruction in language. The units are untested. III. PROCEDURE: The units were designed for use in a team teaching situation. Each unit is introduced with a lecture to the entire' group for the purpose of providing background information, motivational aids and distributing materials. Groups then read and discuss the various creation stories around certain themes in their separate classrooms. The activities are discussed and groups are formed according to three activity sections each under the direction of a different teacher, one for reading, one for writing, and one for oral activities. IV. MAJOR FINDINGS AND CONCLUSIONS: The "classical" literatures contain materials appropriate to the reading interests and abilities of junior high school students and by arranging this material in units the teacher has an opportunity to guide students toward realizing the goals of the English language arts. V. SUGGESTIONS FOR FURTHER STUDY: The writer recommends that these materials be tested both in independent and sequential units and in both traditional teaching and team-teaching situations for the purpose of evaluation and revision. The writer also suggests that similar materials be constructed from the biblical, classical, and medieval epics.2031-01-0