Extra Credit assignment

EXTRA CREDIT ASSIGNMENT FOR The Power of Myth and Star Wars

Directions:

First, read and annotate the article provided below.  Identify the claim, sub-claims, and evidence the author uses in her argument regarding Princess Leia.  Respond to the prompt using specific and relevant evidence.

Then, use the chart to trace Princess Leia’s hero journey throughout the Star Wars saga.  Be sure to use specific and relevant evidence in your chart. 

This will be the only extra credit opportunity for the course .

Link to article:

Mourning Princess Leia, The Original Feminist Princess

Prompt:

 

Does Mary Peterson make a compelling case for Princess Leia?  Why or why not?

Name:
Princess Leia journal
Texts:  

The Hero’s Journey

I can’t stress this enough:  your charts should be full of specific and relevant evidence.  Mere “Yes” or “No” answers or an unexplained list are not acceptable.  Demonstrate a clear understanding of how Campbell’s ideology is reflected in the film text.

The Departure

Call to Adventure:   How does the character receive the call to adventure?

Refusal of the Call: Does the character accept the call immediately?  What are the hero’s circumstances?

Answering the Call: What motivates the character to accept the call?

 Supernatural Aid:  who or what helps the hero on his journey?  Why?

Guide/Mentor: Is there a specific character that helps the hero understand the life situation or provides the hero with special training?  What training do they provide?

Talisman: Is there a particular item that has special significance to the hero?  Explain the significance.

Companions: Who is with the hero on his journey? How do these companions help the hero face the challenges?

Crossing the Threshold: At what point in the story does the hero leave the familiar world and move into a new, unfamiliar circumstance?

Threshold Guardians: Are there characters that try to prevent the hero from crossing over into the unfamiliar territory or circumstance?

Initiation

Road of Trials: What specific challenges does the hero face?  How does the hero face them?

Brother Battle: Does the hero battle physically or mentally with someone who is a relative or close friend?  What is the outcome of this battle?

Meeting with the Goddess: Does the hero meet with a character with special beauty and power?

Abduction:  Is the character kidnapped, or is someone close to the hero kidnapped?

Night or Sea Journey: Where do the hero’s travels take him (a flow chart of places)?

Dragon Battle: Does the hero battle some kind of monster? Does the hero have to face some inner demon?

Ritual Death or Dismemberment: Is the hero injured and thought to be dead? Does the hero mistakenly believe someone close to him is dead? Does the hero suffer an injury in which he loses a limb or use of some other body part?

Sacred Marriage: Does the hero have a special emotional bond (it could literally be a marriage) with another character?

Atonement (“at one with”) with or Recognition by the Father: Is the hero reunited with his father in some way?

Entering the Belly of the Whale: Is there some point in the story where the hero must face his deepest fear or the darkest evil in the story?

Apotheosis (Deification): Is there a point in the story where the hero is held up as an ideal or where the hero is worshipped as a god?

Ultimate Boon / Magic Elixir: Does the hero find some special solution to the problem he is attempting to resolve? This might be a magic potion or a key to something.

The Return

 

Refusal of the Return: Does the hero initially refuse to return to the homeland or the place that he began the journey?

Magic Flight / Pursuit: Is there some point (generally toward the end) where the hero is being chased or is otherwise trying to escape something?

 

Rescue from Without: Is there some point in the story when all seems hopeless, when it looks like the hero is going to die—then suddenly he is rescued unexpectedly?

Master of Two Worlds: Does it appear that the hero has conquered life in both the familiar and unfamiliar worlds?

Freedom to Live: Since the hero typically begins the journey to resolve a problem, does it appear the problem is at last resolved so that all can live freely?

Links to articles for the course:

• “Creating the Myth:  Linda Seger

• "The Art of Immersion:  Why Do We Tell Stories?"

• “You Won’t Live to See the Last Star Wars”:  Adam Rogers

•  “Watch Star Wars in the Best Order to Avoid Spoilers”:  JV Chamary

• “An AmericanMythology: Why Star Wars Still Matters”:  Steven D. Greydanus
•  
•  "Mourning Princess Leia...":  Mary Peterson

Syllabus

The Power of Myth and Star Wars

“…of course the galaxy’s greatest villain started out as a bratty EMO teenager…”

(Kevin Smith)

Essential questions for course

Stories and Storytelling (the basis of Campbell):

• What is the role of story in our lives?   

• What do stories tell us about ourselves?

Characterization:  the hero VS the anti-hero

• Does the main character change his way of dealing with the problem at the heart of the story or remain steadfast in his or her convictions?

Film (the genre as vehicle for the metaphor):

• What is the role of storytelling in film making?

• Sometimes a media “text” can involve multiple formats—character toys, clothes, LEGO sets, books, etc.  Specifically to Star Wars, does this enhance or inhibit the message of the film arc?

Readings (unless otherwise noted, all readings will be uploaded to the class blog)

• “Creating the Myth” (Linda Seger)

• "The Art of Immersion:  Why Do We Tell Stories?"

• “Storytelling in Context”  

• “You Won’t Live to See the Last Star Wars” (Adam Rogers)  

•  “Watch Star Wars inthe Best Order to Avoid Spoilers”  (JV Chamary )

• “An American Mythology: Why Star Wars Still Matters” (Steven D. Greydanus)

• *Call toAdventure

Viewings

• TED lesson on the anti-hero, the hero and metaphor

• * Call toAdventure

• The Power of Myth, episode 1 (PBS documentary with Bill Moyers and Joseph Campbell)

• The Star Wars saga (6 film arc; perhaps Episodes 7 and 8))

• Star Wars:  The Legacy Revealed (documentary from the History Channel)

Writings

• Reading / viewing responses bridging the essential questions to the texts studied

• Campbell charts with analysis

• Note taking sheets for TED talks and other videos

Midterm writing (in class)

Final Exam

TBA

Please note that the final exam is mandatory.  It will count as 1/5 of your final grade.  Failure to complete the final exam or plagiarism on the final may result in course failure.

The Syllabus

Unit 1:  What makes a good story?:  Joseph Campbell and the Hero’s journey

In this unit, students will be introduced to Joseph Campbell, a well-renowned mythologist.  Students will use the information in this unit as a template for their study of Star Wars.

Primary texts:

• The Power of Myth , Part 1 (PBS documentary)

• “Creating the Myth” (Linda Seger)

Primary writing assignment:

• Note chart from documentary and text annotations

Unit 2:  Storytelling and film—are films the new “mythology”?

In this unit, students will come to an understanding of mythology and the role story plays in their lives.

First, students will come together to discuss the role story plays in their lives, especially stories involving the hero quest.  Then, after reviewing articles regarding story and film making, students will discuss the possibility that film is the new vehicle for the tenor of metaphor and myth.

Primary readings and viewings

• "The Art of Immersion:  Why Do We Tell Stories?" 

• “Storytelling in Context” 

• “You Won’t Live to See the Last Star Wars” (Adam Rogers) 

• TED lesson on metaphor

Primary writing

• Argument piece:  is film the new vehicle when discussing mythology and metaphor?  Why or why not?

Unit 3:  Which order is best to capture the mythological aspects and the hero’s quest?

Good question, right?  For this mini-unit, students will read and annotate the article “Watch Star Wars in the Best Order to Avoid Spoilers” from Forbes.  After identifying the claim and sub claims, and then assessing the quality of the argument through examples, students will craft their own argument regarding the BEST way to watch the film series.  This may determine the order we study the films in class.

Primary reading            

• “Watch Star Wars in the Best Order to Avoid Spoilers”  (JV Chamary ) 

Primary writing

• Argument paragraph(s)

Unit 4 or 5:  Star Wars:  Episodes I through III

In this unit, students will build on previous units to identify and discuss the mythological elements found in Episodes I through III.  In addition, students will be asked to identify the metaphor, hero, and anti-hero of the film arc.

Primary texts:

• TED lesson on the hero, OR

• TED lesson on the anti-hero

• Star Wars, Episodes I – III

Primary writing assignments:

• Campbell chart for EACH film

• Paragraph of analysis regarding Anakin and the concept of the anti-hero

MIDTERM WRITING ASSIGNMENT:  in class, one block

Unit 4 or 5:  Hero VS Anti-hero

In this unit, students will bridge analysis of the hero from Anakin to Luke Skywalker. 

Primary texts:

• TED lesson on the hero OR

• TED lesson on the anti-hero

• “Star Wars:  A Myth for Our Time” (Andrew Gordon)

• Star Wars, Episodes IV – VI

Primary Writing assignments:

• Campbell chart for EACH film

• Analysis paragraph regarding the hero of the cycle

Unit 6:  What does this all mean…?

In this final unit, students will pull course materials together in preparation for the final exam.

Primary text

• Star Wars:  The Legacy Revealed (documentary from the History Channel)

Primary Writing

• Notes for the final exam

Course expectations

Course Policies and Expectations                         

Attendance

Lates, cuts, and absences will be dealt with in accordance with Niskayuna High School’s policies. 

If you are 20 MINUTES (OR MORE) LATE for a class, whatever the reason,  it is considered a class absence.  

If you CUT a class, the appropriate paperwork will be sent to your assistant principal.  You should receive 3 after school detentions from your administrator.  In addition, YOU WILL RECEIVE A ZERO (0) FOR ANY WORK THAT WAS DUE THAT BLOCK AND/OR THAT TOOK PLACE DURING THAT BLOCK. 

PLEASE NOTE:  if you cut class for a section of your final exam, the same penalties will apply.

Calculating your final course grades

Your final course grade will be calculated numerically.  Because this is a semester course, the marking period grades are doubled and the final exam will count once: 2+2+1=5/5= final course grade.

Attendance

Attendance is mandatory in order to maintain a good grade. 

Stage I:                 5  absences

Stage II:                7  absences

Stage III:              8  absences

At Stage III, you will begin and complete work to remain in good standing for the year.  Failure to do so will result in course failure; this may also effect graduation.

Turn in work on time and make up missed work.  If you have an excused absence, you have as many days as you were out to make up the work for that absence.  I will not remind you to make up your work.  THIS IS YOUR RESPONSIBILITY.   If your work is not completed in the allotted time, a 0 will be recorded for that assignment.  If you cut a class, a 0 will be recorded for that assignment.

Cell phone use

Cell phones are not to be used in the classroom for personal use.  If you are using a cell phone for personal use during class, I reserve the right to take the phone AND assign a 0 for the activity that day.

               

Tests and quizzes must be made up within one week of the absence. 

A grace period of three days is provided for FINAL DRAFTS of most essay assignments with a deduction of one letter grade per day.  Major papers, such as research papers, will not be accepted after their final due dates, unless a written excuse is provided.  The late paper will be still be downgraded, however, at my discretion.  

I do not accept late homework. 

Academic integrity

The academic integrity policy is located in Niskayuna High School’s Code of Conduct booklet.  Please read it with your parents, and come in with any questions you might have.   I may refer you to this section from time to time.  I take ALL instances of academic integrity seriously and will deal with them in concert with the administration.  This includes copying homework:  UNLESS OTHERWISE STIPULATED, HOMEWORK (INCLUDING THE CAMPBELL CHARTS) IS AN INDIVIDUAL ACTIVITY.  Each party involved in copying homework is culpable and will meet with their administrator.  

If you have any academic integrity issues with your final exam, you will receive a 0 for the exam and will be reported immediately to the building principal.

If you do not speak to me about a problem, I will not know you have it and consequently will not be able to help you.  Let me know ahead of time that you plan to stop in for help. 

Classroom behavior

Think before you speak, listen to what classmates have to say, help others when the occasion calls for it, act honestly.  Success in life is determined by more than a transcript.  Successful people are capable of building meaningful relationships with other people.