Hum II Honors2008-2009

The Iliad Summer Assignment

You should have read Homer’s epic poem The Odyssey in your freshman year and this year’s summer assignment asks you to read the prequel to Odysseus’s wanderings and peregrinations back to Ithaca after the Trojan War. The Iliad, which means the story of Ilion (in which case we know this city-state as Troy), chronicles the battle between the Greeks and the Trojans. The epic poem that immortalizes this war, The Iliad, survives as a classic tale of honor, divine intervention, and tragedy.

Part I: Quotes on Characters = 50 points in Projects category (20%* overall grade for course)

Part II: Quotes on Theme = 50 points in Projects category (20%* overall grade for course)

Part III: Short Answers = 50 points in Classwork/Homework (10%* overall grade for course)Essay = 50 points in Compositions category (20%* overall grade for course)

There will be a test on The Iliad that will count for 100 points in the Test/Quizzes category (20%* overall grade for course) that will be taken the first week back from summer break.

* = Percentages reflect 2007-2008 school year and are subject to change depending on departmental procedural changes made during summer meetings. Any changes to grading will be reflected on the course blog at: valhallahum2honors.wordpress.com

Be prepared to turn in all work on the first day of school, or your first day of attendance.

Note: This assignment is to be completed individually with no collaboration from another student, online source, or print source. If any part of the work identically matches another student’s, both students will receive a zero on all parts of the assignment, and will be referred to Administration. Allowing a student to copy your work also constitutes academic dishonesty. Two referrals by any student in the same semester will result in a drop from the Humanities II Honors/AP block.

If you use study aides (Spark Notes, Cliffs Notes, etc), and copy them in your answers, you will receive a zero on all parts of the assignment. Using study aides in place of reading will be evident by the vague and unclear answers in your work.

You may obtain a copy of the book from the book clerk in the basement (where the textbooks are) or you may purchase your own copy of the book. We will exclusively use the Robert Fagles translation of The Iliad. The forms that this book comes in look like this:

Reading Comprehension Questions

Reading Comprehension Questions—These questions are for study-practice only, they are not an assignment. Test questions will be based on these questions, along with the major plot points in the poem.

Book I1. Why did Apollo send “deadly arrows” against the Achaeans?

2. What does Agamemnon do to Achilles that causes his great anger?

3. How does Achilles respond to Agamemnon’s insult?

Book II4. What is Zeus’ message (in Agamemnon’s dream), and can it be trusted?

5. How does Agamemnon test the warriors?

6. Do the warriors pass the test?

Book III7. Where is the duel fought?

8. Who has the upper hand in the fighting?

9. How does the duel end and who is declared the winner?

Book IV10. Who decides to break the truce between the Trojans and Achaeans?

11. How is the truce broken?

Book V12. How is Diomedes like Achilles?

13. How are they different?

Book VI14. Why Does Menelaus pause before killing Adrestos and does he spare him?

15. What is Nestor’s advice to the Achaeans?

16. Why does Andromache plead with Hector not to return to battle?

Book VII17. Who volunteers (both Greek and Trojan) to settle the war with a duel? What happens?

18. Why is it important that the warriors want to bury the dead?

Book VIII19. Why does Zeus warn the gods to stay out of the conflict?

20. Which two goddesses attempt to ride into the battle to help the Achaeans and what is the result?

Book IX21. What does Agamemnon offer to give Achilles?

22. How does Achilles react?

Book X23. What do the Achaeans hope to gain by the mission to spy?

24. What is the result?

Book XI25. What is Achilles’ attitude toward the events taking place?

26. What does Nestor ask Patroclus to do?

Book XII27. What information do we learn in Book Twelve about the war’s outcome?

28. What initial difficulty do the Trojans face in storming the Achaean wall?

Book XIII29. How does Zeus appear to Great Ajax and Little Ajax (the Aeantes) and why does he

intervene?

Book XIV30. What is Agamemnon’s plan of action at the beginning of Book Fourteen?

31. What does Diomedes suggest they do instead? Why does he try to dissuade Agamemnon?

Book XV32. What is Hera’s plan?

33. How successful is Hera’s plan?

Book XVI34. What does Patroclus ask of Achilles and how does he respond?

35. When Hector and the Trojan army retreat, what happens to Patroclus?

Book XVII36. How does Athena intervene to help Meneleus?

Book XVIII37. How does Achilles react to the news of the death of Patroclus?

38. What does Thetis tell Achilles about his fate?

Book XIX39. Why does Achilles reconcile with Agamemnon?

40. What does Agamemnon offer Achilles?

Book XX41. What warning does Apollo give Hector regarding Achilles?

42. Does he act accordingly?

Book XXI43. What is the result of the duel between Aeneas and Achilles?

44. How devastating is Achilles’s attack on the Trojan army?

Book XXII45. How does Hector die?

46. What does Achilles do to Hector’s body?

Book XXIII47. Why does Achilles cut off his hair?

48. What is the significance of the act?

Book XXIV49. How does Priam move safely through the Achaean camp to Achilles?

50. What does Priam talk about that moves Achilles to tears?

Character Quotes

Part I: Find quotes that describe who that character is, what they do, what they believe, and what they think. Also look for Epithets, or nicknames (i.e. Odysseus, the great tactician). Make sure to provide page numbers for all quotes. You will not receive full credit if you do not cite your source. Write the page numbers only in parenthesis—for example (123).

Achilles 1.

2.

3.

4.

Agamemnon 1.

2.

3.

4.

Meneleus 1.

2.

3.

4.

Hector 1.

2.

3.

4.

Paris 1.

2.

3.

4.

Helen 1.

2.

3.

4.

______________ / 50

Theme Quotes

Part II: Find quotes that provide evidence for the following themes: “The importance of duty and honor,” “The tragic effects of war”, and “The influence of divine intervention.” Write the page number in the parenthesis.

A theme is a running idea about a topic (i.e. Love conquers all, or The importance of family).

The

impo

rtan

ce o

f dut

y an

d ho

nor

From Book I – IV

Page (_____)From Book V – VIII

(_____)From Book IX – XII

(_____)From Book XIII – XVI

(_____)From Book XVII – XX

(_____)From Book XXI – XXIV

(_____)

The

trag

ic e

ffec

ts

of w

ar

(con

tinue

d on

ba

cksi

de)

From Book I – IV

Page (_____)From Book V – VIII

(_____)

From Book IX – XII

(_____)

The

trag

ic e

ffec

ts o

f war

(c

ontin

ued)

From Book XIII – XVI

(_____)From Book XVII – XX

(_____)From Book XXI – XXIV

(_____)

The

influ

ence

of d

ivin

e in

terv

entio

n

From Book I – IV

Page (_____)From Book V – VIII

(_____)From Book IX – XII

(_____)From Book XIII – XVI

(_____)From Book XVII – XX

(_____)From Book XXI – XXIV

(_____)

______________ / 50

Written Response SectionPart III: Short answer and Essay—Answer each response fully and in complete sentences. Avoid vague or unclear answers, as they will receive significantly lower scores. Be sure to use proper nouns where names, places, and objects are referenced.

1. Discuss how Achilles deals with conflict in The Iliad. Hint: Conflict with Agamemnon, Patroclus, Hector, etc. (10 points)

2. Explain how Agamemnon’s stubbornness and arrogance causes tension within the Achaean (Greek) army. (10 points)

3. Analyze Helen’s guilt and responsibility throughout the Trojan War and how it changes in the poem. (10 points)

4. Argue how much Paris is responsible for the war. How does he and/or doesn’t he take responsibility? (10 points)

5. Choose one of the gods and discuss how the god impacts the events of the war. (10 points)

Essay Section

Once you have finished completing the above sections on character and themes, select your most appropriate quotes, and write an essay of 5 paragraphs—about 2 – 3 pages double-spaced (1” margins, 12 point font, Arial or Times New Roman only).

Choose one human character (Achilles, Agamemnon, Meneleus, Odysseus, Helen, Paris, Hector, Priam) and explain how that character changes over time. What gods influence the character’s thoughts, actions, and behavior? What turning point alters the character’s perspective?

Keep in mind that all papers should: Be typed, double-spaced, in 12 point font—Arial or Times New Roman, with 1” margins Have a typed header with your name typed in the upper left hand corner of the first page

Jane Doe

Hum 2 Honors

Date: 15 August 2008

Have an introductory paragraph with a thesis that previews the topics in the essay Have 3 body paragraphs with 9-12 concrete details/quotes from the book for evidence,

citing page numbers parenthetically. Example: Homer calls on the muse to “sing the rage of Achilles” (Homer 1).

Have unique and insightful commentary that shows understanding of the character and its change

Have a conclusion paragraph that sums up the paper and answers “so what?” Use present tense consistently Use proper academic language with sentence variation and clarity

See backside for Scoring Rubric.

Missing Rubrics = a 5% penalty toward the overall essay grade.

Rubric

Structure & Organization Evidence & Commentary Argument & ClarityA—Essay has 5 paragraphs with an Intro, 3 body paragraphs, and a conclusion.

Paragraphs are organized logically building up to a clear arguable point with great fluidity.

Essay meets all aspects of the requirements including typed header, quotes w/pages # and correct font and margins.

(27-30)

A—Student provides several quotes for evidence (9-12), evenly dispersed and in a logical order in which the quotes support each other and the thesis.

Commentary develops a clear stance on the character’s development using evidence from a wide range of the book.

Evidence is blended smoothly into student’s original sentence.

(27-30)

A—Student develops a clear point and proves thesis through developing the stages the character experiences.

Throughout the entire essay, student maintains a clear, coherent argument that maintains consistent academic language and format.

There are no spelling, grammar, or mechanical errors.

(37-40)B—Essay has 5 paragraphs (intro, body x3, concl) though some paragraphs seem out of order or out of place.

Paragraphs are organized with some logical flow, though some points may be disjointed or separate ideas.

Essay meets most aspects of the requirements though there may be slight error, or student has hand-corrected an error.

(24-26)

B—Student provides many quotes (7-10), though may not explain fully or clearly. Evidence may be stuck in with some explanation, though not thorough.

Commentary develops a stance that is somewhat unclear, though evidence represents a somewhat wide range of the book.

Evidence is blended somewhat simply or inconsistently.

(24-26)

B—Student develops a point that has some lapses in clarity and thesis may be somewhat vague or unclear.

Student mostly maintains a consistent coherence with some parts slightly vague. May have very slight errors in academic language and formatting.

There are very few spelling, grammar, or mechanical errors but they do not distract the reader.

(33-36)C—Essay has 5 paragraphs but misses some key parts of essay (Intro/Conclusion/Thesis) and paragraphs seem completely unrelated and disjointed.

Paragraphs are haphazardly organized and there is poor flow and few transitions.

Essay basically meets formatting requirements, but misses some key elements.

(21-23)

C—Student provides quotes (5-7), though analysis may misinterpret or not completely discuss the circumstances or explain how it supports thesis. Evidence may be left to do the talking.

Commentary develops a vague stance and evidence may not seem to be very helpful.

Evidence is blended poorly and/or very inconsistently.

(21-23)

C—Student develops a vague point that has extreme lapses of clarity and thesis may be vague or unclear. Thesis may not preview the paper’s main points.

Student presents incoherent analysis though the main point is intelligible and sensible.

There are some spelling, grammar, or mechanical errors and they impede the reading slightly.

(28-32)D—Essay is missing paragraphs or crucial pieces of an essay. Student demonstrates little understanding of essay writing.

Paragraphs are not organized but seem to ramble.

Essay does not follow formatting requirements though an attempt is present.

(16-20)

D—Student provides few quotes (2-5), and the analysis may not be related to the quotes at all. The quotes and/or commentary may be unrelated to the thesis.

Commentary attempts to summarize the book rather than analyze character.

Evidence is not blended at all but plopped into the essay with no context.

(16-20)

D—Student develops a weak point, or lack accuracy, thought, or relevance. There may be severe problems in the prose. Thesis may be insufficient or missing.

Student presents analysis that misses the mark on the assignment. Or neglects to argue a point.

There are gross spelling, grammar, mechanical errors and the reading becomes difficult. (24-27)

F—Essay does not show an attempt to format correctly, may be handwritten, or illegible.

(0-15)

F—Student provides no quotes on the whole, or quotes that are not from the book.

(0-15)

F—Student has no point or discernable argument. The prose is completely incoherent or there are so many errors that it is difficult to read. (0-23)