Discusses how early childhood educators can address the issues surrounding Christopher Columbus and the Quincentenary of his voyage to America to serve as an opportunity to enlighten and challenge young children's perspectives on this historical event. (BB)

Investigates a scientific explanation for black dermographism, a chemical and medical mystery investigated in the 19th and early 20th centuries. (YDS)

Discusses ways to organize a course in classical mythology. Presents classroom exercises including matching and word games, as well as extension exercises. Concludes with a list of sources on mythology. (HTH)

Suggests that mass media advertisers are responsible for the creation of our modern mythologies. (JL)

Describes two ways of teaching mythology in the secondary school social studies classroom: myth as a cultural concept and myth as a fallacy. The first way provides students with an understanding of the concept of culture; the second, an opportunity to develop skills in critical thinking. (Author/KC)

Describes the use of a crossword puzzle for testing students for content in a Greek mythology course. Includes a sample crossword puzzle. (TJ)

Shows how teachers can use the videotapes and writings of Joseph Campbell to help students see patterns in literature and respond personally to it. Presents Campbell's explanation of the monomyth of the hero's journey, and discusses three works in which the pattern is present. (SR)

Because children are innately fascinated by monsters, the author describes books, films, multimedia programs, and other resources to motivate children by capitalizing on this fascination. (KC)

Addresses two misunderstandings about science fiction and fantasy: that fantastic literature is not serious; and that modern scientific civilization neither has nor needs mythology. Argues that values can be transmitted through science fiction and fantasy, which are modern-day forms of mythology. (RS)

Discusses teaching elements of film art in a high-school literature classroom. Focuses on two aspects of film that are different from written literature: metonymy (a key device for analyzing meaning in photography) and the function of film in cultural mythology. (SR)

Asserts that an effective approach to mythology should illustrate the connection among international myths, folktales, and legends that continue to be told in current literature and media. Explains how sample units on mythology could implement two phases of instruction: an introductory unit, and a reacquaintance with the themes of the first unit…

Describes an elementary school program that uses Latin to enrich students' learning in literature, language, and writing. (HTH)

Suggests an extented exercise to help students interpret myths and discover sex-role stereotyping in them. (TJ)

Suggests that students who have found "Shane" to be an exciting literary experience can be motivated to read other heroic literature such as "Beowulf" if the teacher presents it with an eye toward motivation. "The Odyssey" might follow os another epic poem. (TJ)

Describes a strategy for teaching astronomy using sky lore from different cultures. Presents an activity in which students invent their own constellations and create myths to accompany them. (JRH)