ENGLISH LANGUAGE ARTS RESOURCES

HEROISM AND HERO WORSHIP

Planning Points

Approximate Time Needed: 5 days
Correlation to English I SCS 1.02, 2-01, 2.02, 3.01, 3.02, 4.01, 4.02
Correlation to NC High School Exit Exam Competencies: C-1, C-2, C-3, C-5, C-6, C-8, PI-12, PI-13, PS-15, PS-17

Lesson Objectives:

• The students will list characteristics of heroism and identify examples of modern day heroes in several societal categories.
• The students will examine the notion of hero worship, its effect on those who worship, and its effect on those who receive the praise of others.
• The students will actively read an article that presents an issue of modern day hero worship and evaluate that article based on selected questions.
• The students will research other articles via the internet that explore this issue and then critically and actively read the passage analyzing it for position, background experience, evidence and examples, and personal reflection.
• The students will create a visual collage that supports or challenges either the writer's notion that "race car drivers are not good representatives of heroism in our society" or a similar issue replacing "race car drivers" with other types of "heroes."
• Finally, the students will collect newspaper clippings, magazine photos, cartoon strips, or original, creative illustration to present their views or opinions.

Materials Needed:

• Poster paper, construction paper, or bulletin board paper
• Markers
• "Death of Earnhardt Not Really a Surprise" by Kathleen Parker (originally published March 6, 2001 in the Orlando Sentinel- available at http://www.townhall.com/columnists/kathleenparker/kp20010222.shtml)
• Access to the internet
• Old magazines and newspapers to use for student visual product
• Scissors
• Glue or glue sticks

Description:

1. Divide class into partners or groups of 3-4 and have them generate a list of characteristics of the hero. Have them record those characteristics on either poster paper, construction paper, or bulletin board paper.
2. Have each group discuss their findings to the entire class, while the teacher writes down the characteristics on a transparency to form a class definition of heroism.
3. As a class, brainstorm examples of modern day heroes-at least one hero from the following categories: literature, movies, music, politics, athletics, education. Compare the characteristics that make these men and women heroes with the list generated as a class as a whole and then justify selections with the characteristics of heroes.
4. Discuss the notion of hero worship (this discussion can take place through journal writing, group discussion, or whole group discussion): What are the common traits associated with worshipping heroes? What effect does this worshipping have on children? Have on adults? Do adults have heroes they worship? How are their heroes different from those worshipped by children? What effect does this worshipping have on the one worshipped? Does hero worshipping fulfill a basic human need? Are the heroes they identified in #3 above acceptable role models for our society? Why or why not?
5. Discuss with the class the idea of what qualities or character traits would not make a person or group of people good representatives of heroism in our society.
6. Read article, "Death of Earnhardt Not Really a Surprise," by Kathleen Parker. Have students talk about their reaction to the article and the issue raised by Ms. Parker: "Race car drivers are not good representatives of heroism in our society." Analyze the article using the following questions:
   • What is the writer's position?
   • Why does the writer believe what she does? What background experience does she bring to this issue?
   • What examples did the writer use to assert her point?
   • What do you believe about the issue?
   • What have you read about, seen on television, in the movies, or experienced that helps your belief about this issue?
   • How does your opinion compare to that of the writer?
   • Have students research via the internet articles that explore and discuss modern heroism and/or hero worship in our society (the police and firefighters working at Ground Zero at the World Trade Centers, the athletes at the recent Winter Olympics, other athletes, people who work with charities, etc.) Students will choose one article-either an editorial or a feature (need to discuss the difference in these types of articles versus that of a straight news story)-and then evaluate this new text based on the same questions above. Then, they will share their findings with class, offering a brief summary of the article first.
7. Students will create a visual representing either their support or refutation towards Parker's argument that "race car drivers are not good representatives of heroism in our society." If teachers wish, the students can replace "race car drivers" for some other proposed type of hero in our society. For instance, "teachers are/are not good representatives of heroism in our society" or "gangster rap artist are/or are not good representatives of heroism in our society." Students can collect newspaper clippings, magazine pictures, cartoon strips, or own original illustrations that depict their views and opinions.

Assessment:

• Journal writing
• Informal discussion during small and whole groups
• Visual listing of heroic characteristics
• Analysis of Parker's article based on a series of questions.
• Informal presentation of ideas evaluating chosen article from Internet.
• Visual presentation supporting or refuting the claim that "_________________ are/or are not good representatives of heroism in our society." Some suggestions for visual criteria include the following: Do the pictures, illustrations, or clippings accurately suggest the student's viewpoint toward heroism in our society? Are the pictures, illustrations, and clippings placed neatly on visual display? Is there a clear pattern of organization or did the students randomly place each item? Is the use of color? Other criteria can be used based on teacher preference.

Additional Notes:

• The amount of question generation should vary depending on teacher interest and needs and student experience, needs, and ability levels.
• Time allotment will vary depending on student participation and engagement and ability levels
• Teachers may want to define the Internet search on modern heroism and hero worship rather than giving students the opportunity to conduct wide Internet search.
• This activity can be used in conjunction with a larger unit on heroism, drawing parallels and connections to such works as Beowulf, Sir Gawain, Macbeth, Paradise Lost, Cry, the Beloved Country, Wuthering Heights, The Mayor of Casterbridge, poetry of Wilfred Own, or poetry of Siegfried Sassoon.

Teacher's Notes:

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