This document is a WebQuest that introduces students to Joseph Campbell and his work on the mythic story structure or hero's journey. It guides students through researching Campbell's life and key concepts like the stages of the hero's journey. Students then work collaboratively in groups to write and perform a play that incorporates elements of the mythic story structure. The WebQuest evaluates students on their understanding of the material and performance of the play.

1. The Man behind the Myth Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed for an 11 th and 12 th grade English classroom by Mike Dixon [email_address] Based on a template from The WebQuest Page A WebQuest on Joseph Campbell and the ‘Mythic Story Structure’

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The night is silent before the approach of a new day. You sit at your computer - an aspiring writer staring at a blank screen . You’ve just finished your most recent piece of work, printed it out, read it over, and promptly discarded it into the nearest waste can. Amidst your frustration and anxiety, you begin to wonder what exactly constitutes a “good” story. You begin to think of great storytellers – Shakespeare, Spielberg, Hemmingway, Hawthorne, and many others – surely there’s some sort of secret formula which will transform you to their likes. Perhaps it was the fact that it was the middle of the night or the continued begging of an unfed stomach, but before you know it, your Muse – your inner voice – has appeared on your desk in human form and says to you: “Cheer up chum, I’ve got just the thing for you.” Your Muse hands you your shoes, tells you to resist the urge of some much needed sleep, and takes you into the waning moments of night. “If you listen closely, you’ll be writing a masterpiece before the sun shows its ugly face.” Your Muse leads you to the local library (why the doors weren’t locked remains unsolved), and sits you down before a picture of a common-looking man. “This man will answer all of your questions if you give him a chance. Now read up and let your zzzzz’s slip away for he’s the father of storytelling and the mythic riddles that puzzle your brain. His name is Joseph Campbell and he’ll teach you to write like the greats which you admire…”

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your Muse will grade you on your answers as follows: Your Muse will grade you on your performance as follows: CATEGORY 5 3 1 0 EFFORT Your answers are strong and demonstrate that you understand the material you've researched. Your answers are sufficient and demonstrate that you have a good understanding of the material you've researched. Your answers show limited effort and demonstrate a developing understanding of the material you've researched. Your answers are incomplete and demonstrate that you have little to no understanding of the material you've researched. CONVENTIONS You make no errors in grammar or spelling. There are a few errors in grammar or spelling. There are several errors in grammar or spelling. There are tons of errors in grammar or spelling. CATEGORY 5 3 1 0 Presentation All actors / actresses were extremely enthusiastic and played their parts well. The acting was above average and everyone played their part well. The acting was average and not everybody played their part with effort. The acting was below average and not everybody played their part with effort. Writing Excellent structure and story. No grammatical errors. Clear and coherent structure and story. Very few grammatical errors. Cloudy structure and story. Grammatical errors can be found throughout. Hard to find the structure and story. Grammatical errors everywhere. Content Incorporates all of the elements related to the mythic story structure. Incorporates many of the elements related to the mythic story structure. Incorporates some of the elements related to the mythic story structure. Doesn't incorporate any of the elements of the mythic story structure. Collaboration with Peers Group was always on task and dedicated to the assignment. Group members helped each other out and carried a positive attitude. Group was mostly on task and dedicated to the assignment. Group members helped each other out and carried a good attitude. Group was hardly on task and didn't display good dedication to the assignment. Group members worked independently and carried an average attitude. Group was never on task and had no dedication for the assignment. Group members wouldn't help each other out and carried a poor attitude.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] As you go to bed, your Muse disappears and you begin to wonder if your twilight journey to the library really happened or not. Perhaps this was all a dream and you’d awaken slumped over the desk where you do all of your writing. But again, perhaps not. Regardless of what was happening in the dream world or not, you feel satisfied to have made a connection with the father of modern myth, Joseph Campbell. You’ve discovered the path of the hero’s journey – the mythic story structure – and come to terms with the secrets behind the deeds of all good heroes. It is with these thoughts that you drift away or continue on in the world of dreams. For more mythic information, check out these additional web pages: - four functions of myth - more details on Campbell’s life - living mythic lives - Campbell & Jung - hero’s journey outlines

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Web Pages: http://www.jcf.org/about_jc.php?PHPSESSID=bd0546991ce229887f832d4691d51bcc http://www.folkstory.com/campbell/riverside.html http://www.folkstory.com/campbell/scholars_life.html http://mythosandlogos.com/Campbell.html http://www.mythichero.com/what_is_mythology.htm http://www.moongadget.com/origins/myth.html http://www.wiu.edu/users/mudjs1/separation.htm http://www.wiu.edu/users/mudjs1/initiation.htm http://www.wiu.edu/users/mudjs1/return.htm http://www.ericdigests.org/2004-1/heroes.htm Photographs: Poseidon by azrainman on Flickr via Creative Commons Cauvery by trex’s photostream on Flickr via Creative Commons Thank you to the people who put together the websites above and a big thank you to azrainman and trex’s photostream for allowing the use of your wonderful photographs! The WebQuest Page The WebQuest Slideshare Group

8. The Man behind the Myth (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest on Joseph Campbell and the ‘Mythic Story Structure’ Designed for an 11 th and 12 th grade English classroom by Mike Dixon [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was developed to meet the expected requirements of an education class (ED331) at Colorado State University. The class focuses on the teaching of technology in the classroom and this WebQuest met one of several expected requirements for the course. This WebQuest is about the general biographical account of Joseph Campbell’s life and the general outline of Campbell’s carefully crafted ‘mythic story structure’ or ‘hero’s journey’ and the character archetypes which accompany this structure / journey (specifically the Hero archetype). This WebQuest should help students gain an understanding of how mythic theory can influence the telling of stories across a variety of time periods. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for an 11 th or 12 th grade English or Film Studies classroom. The students should have prior introductory storytelling elements and techniques taught to them before the beginning of this lesson. Students should have a firm grasp of what elements such as: plot, theme, protagonist, antagonist, etc. are prior to the teaching of this lesson. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Reading and Writing Standards Addressed: Standard 1: Students read and understand a variety of materials (1.1, 1.2, 1.3) Standard 2: Students write and speak for a variety of purposes and audiences (2.1, 2.2, 2.3, 2.4, 2.5, 2.6) Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling (3.1, 3.2, 3.4) Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing (4.2, 4.4, 4.5) Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources (5.5) Standard 6: Students read and recognize literature as a record of human experience (6.3) This WebQuest should encourage thinking and communication skills among students as they will be required to collaborate with one another in the creation of the final product. It should also promote critical thinking as well as teamwork and compromise. Evaluation Teacher Script Conclusion

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson can be carried out by one teacher. A unique idea would be to collaborate with another teacher and combine classes to complete this WebQuest and adjusting each group size to 6-8 students. The teacher will need 1-2 days worth of time in their school’s media center as each student should have access to a computer in order to complete the first portion of the WebQuest independently. Paper and writing materials may be needed for students to craft their play on, and an appropriate space to present their plays will be needed at the end of this lesson. Evaluation Teacher Script Conclusion

14. Evaluation (TEACHER) Teacher Page Title Introduction Task Process Evaluation Conclusion Credits [Student Page] Your Muse will grade you on your answers as follows: Your Muse will grade you on your performance as follows: CATEGORY 5 3 1 0 EFFORT Your answers are strong and demonstrate that you understand the material you've researched. Your answers are sufficient and demonstrate that you have a good understanding of the material you've researched. Your answers show limited effort and demonstrate a developing understanding of the material you've researched. Your answers are incomplete and demonstrate that you have little to no understanding of the material you've researched. CONVENTIONS You make no errors in grammar or spelling. There are a few errors in grammar or spelling. There are several errors in grammar or spelling. There are tons of errors in grammar or spelling. CATEGORY 5 3 1 0 Presentation All actors / actresses were extremely enthusiastic and played their parts well. The acting was above average and everyone played their part well. The acting was average and not everybody played their part with effort. The acting was below average and not everybody played their part with effort. Writing Excellent structure and story. No grammatical errors. Clear and coherent structure and story. Very few grammatical errors. Cloudy structure and story. Grammatical errors can be found throughout. Hard to find the structure and story. Grammatical errors everywhere. Content Incorporates all of the elements related to the mythic story structure. Incorporates many of the elements related to the mythic story structure. Incorporates some of the elements related to the mythic story structure. Doesn't incorporate any of the elements of the mythic story structure. Collaboration with Peers Group was always on task and dedicated to the assignment. Group members helped each other out and carried a positive attitude. Group was mostly on task and dedicated to the assignment. Group members helped each other out and carried a good attitude. Group was hardly on task and didn't display good dedication to the assignment. Group members worked independently and carried an average attitude. Group was never on task and had no dedication for the assignment. Group members wouldn't help each other out and carried a poor attitude.

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As a writer and future teacher, I’ve always wondered what made a successful story. There are many different thoughts and suggestions depending on whom you turn to for an answer, but for me, it was only when I discovered the wonderful work of Joseph Campbell that I really began to grasp what exactly a story is and how we can even begin to construct it. In my opinion, we need to be teaching our students how to become successful story-tellers when they are still in grade school. The work of Joseph Campbell usually remains hidden to most high school level students until after they’ve graduated and stumbled across his writing theory in a college-type atmosphere. I’ve created this WebQuest as a kind of introduction to the life of Joseph Campbell and the general concepts behind many of his complex observations so that high school students could interact with it and perhaps develop their ability to become better writers before graduating from grade school. My hope is that many teachers will find this WebQuest to be useful and perhaps entertain the thought of using it or implementing it in their classrooms. Modifications to this WebQuest are very welcome, my goal was to provide a template for a lesson about Joseph Campbell and the mythic story structure so that the life and work of Joseph Campbell can be celebrated in a high school setting. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Web Pages: http://www.jcf.org/about_jc.php?PHPSESSID=bd0546991ce229887f832d4691d51bcc http://www.folkstory.com/campbell/riverside.html http://www.folkstory.com/campbell/scholars_life.html http://mythosandlogos.com/Campbell.html http://www.mythichero.com/what_is_mythology.htm http://www.moongadget.com/origins/myth.html http://www.wiu.edu/users/mudjs1/separation.htm http://www.wiu.edu/users/mudjs1/initiation.htm http://www.wiu.edu/users/mudjs1/return.htm http://www.ericdigests.org/2004-1/heroes.htm Photographs: Poseidon by azrainman on Flickr via Creative Commons Cauvery by trex’s photostream on Flickr via Creative Commons Thank you to the people who put together the websites above and a big thank you to azrainman and trex’s photostream for allowing the use of your wonderful photographs! The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion