At a separate sitting, prepare another
chart with each suggested hero's name listed down the
left-hand side of the page and all the heroes' characteristics
listed along the top. Leave room at the top for a title.
(Tip: Feel free to expand this list of characteristics
by adding some that you believe children would agree
their characters share.) Briefly review the first chart
with your class. Then introduce the second chart. As
students look on, draw vertical lines down the chart,
placing each characteristic into a separate column.
Read each suggested hero's name and make an X mark beneath
the characteristics that apply to that figure. As you
develop your chart, point out that many of the figures
they think of as heroes share certain characteristics.
Title your chart "What Makes a Hero?" Your finished
chart should resemble the one shown here.
What Makes a Hero?
|
Friendly
|
Determined
|
Brave
|
Madeline |
|
X
|
|
Mulan |
X
|
X
|
X
|
Lance Armstrong |
|
X
|
X
|
Revisiting Your Real-Life Hero
Draw students' attention once again
to the real-life hero displayed on the bulletin board.
Invite them to guess the person's identity and relationship
to you. Then tell students the story of why this person
is a hero to you. Make your story as detailed as possible.
If you have any supporting photos or documentation,
such as letters or keepsakes from your hero, share these
with the class. Be certain to include lots of concrete
examples that pinpoint your character's heroic attributes.
You may also wish to compare and contrast your hero
with the students' suggested heroes, as well as the
heroes from U.S. history (to be discussed in the next
activity). End your story with a question inviting student
input about your hero.
(E.g., "This is a photo of my Aunt
Angie. She's a real-life hero to me. She can't climb
up a building like a superhero, or fly rockets to the
moon like astronauts. She never wrote a newspaper, was
never on a winning team, and never led anyone to freedom.
She doesn't have big muscles, but she has a big heart.
When I was six years old, my mother broke her leg and
couldn't take care of us. Aunt Angie stepped in to help.
She cooked and cleaned for us. She did our laundry and
read over my homework. She listened when I was frightened.
She took me to visit my mother in the hospital. She
never complained. When my mother became well, Aunt Angie
moved back to her own house, but she didn't forget about
me. She wrote me letters telling me to keep doing my
best and be brave every day. I saved these letters and
will read some of them to you over the next few days.
Here is a heart-shaped locket she gave to me. Inside
is a picture of us. Whenever I look at it, I think of
all she did for us. To this day, my mom says Aunt Angie
is a hero because she was unselfish and caring. I agree
with my mom. What do you think?")
Add your hero's name to your "What
Makes a Hero?" checklist chart. Ask your students to
help you place X marks next to your hero's name, indicating
which of the attributes listed across the top of the
chart help describe your hero. Help students understand
that an attribute such as bravery can apply to big and
small actions. Ask students to name any other heroic
traits belonging to your hero that are not listed on
the chart. Add these new characteristics to the top
of the chart. Then, in addition to adding X marks next
to your hero's name, use X marks to indicate which other
figures on your list share these new traits.
Lesson 4 Presenting Heroes from U.S.
History
You will need portraits of the
following historical figures, which are accessible through
the Selected EDSITEment Web sites (see Preparing for
the Activity):
- Benjamin Franklin
- Chief Joseph
- Helen Keller
- Jackie Robinson
- Sojourner Truth
Introduce this activity by reviewing
the "What Makes a Hero?" chart. Tell students they are
now going to learn about some special people from U.S.
history. Explain that after learning a bit about each
person, they will be able to decide whether or not these
people are heroes
Preparing for the Activity
Begin by downloading portraits of
five figures from U.S. history, accessible through EDSITEment-reviewed
web sites. Individuals or small groups of students may
take turns visiting the computer to view these portraits.
You may also display the images to the whole class,
or print the pictures and distribute copies for students
to keep. Click on each of the thumbnails images for
larger image.
Benjamin
Franklin
Courtesey of The Library of Congress,
Prints and Photographs Division, Detroit Publishing
Company (American Memory
Project)
Benjamin
Franklin: Benjamin
Franklin was born in Boston on January 17, 1706. His
father left England with fellow Puritans who were upset
with the British king, and settled in Boston, where
he met Ben's mother. Right away, Ben's parents thought
he was a genius and encouraged his love of reading and
writing.
Ben wrote a book called Poor
Richard's Almanac, a guide to getting ahead in
the world that offered a calendar and quotes about life.
It was the best-selling book in the colonies, selling
10,000 copies in one year. Ben was constantly searching
for ways to make things in everyday life better. Among
his many inventions was the lightning rod, a pole at
the top of buildings and ships that protects them from
being struck by lightning.
Ben guided the openings of a local
fire company, library, college (called an academy),
and hospital-some of which were the first to be established
in North America. He also represented the 13 colonies
in debates about government with the British king, helped
write the Constitution-the fundamental law of the United
States, and signed the Declaration of Independence.
Chief
Joseph
Courtesey Western History/Genealogy
Department,
Denver Public Library (American
Memory Project)
Chief
Joseph: Chief Joseph
was born in Oregon in 1840. He was from the Nez Perce
group of Native Americans. His Native American name
was Hin-mah-too-yah-lat-kekt, which means Thunder Rolling
Down the Mountain. Joseph's father was the chief of
his tribe. When his father died, young Joseph became
the new chief.
When the U.S. government
tried to force Chief Joseph's people to leave their
land, Chief Joseph said no. He wanted his people to
live where they had always lived. But when the government
threatened to kill his people, Chief Joseph decided
that they should move.
Some of the young men
in Chief Joseph's tribe still didn't want to leave their
land, so they started fighting. The Nez Perce people
fought with the government for a long time, and many
people in Chief Joseph's tribe were killed.
Finally, Chief Joseph
decided that they shouldn't fight anymore. Too many
of his people were dying. "I am tired of fighting,"
he said. "From where the sun now stands, I will fight
no more forever."
Helen
Keller (w/Mrs. Calvin Coolidge)
Courtesey of the Library of
Congress (American
Memory Project)
Helen
Keller: Helen Keller
was born in Alabama in 1880. When she was a baby, she
became deaf and blind. Because she couldn't see or hear
anything, she couldn't learn to talk. She lived in darkness
and silence.
Helen was very smart, but no one knew
how to teach a child who couldn't see, hear, or speak.
Helen became angry and stubborn, and her parents didn't
know what to do.
When Helen was six years old, her parents
found a special teacher named Annie Sullivan. Annie
taught Helen to spell words with her fingers so that
she could communicate with other people. In six months
Helen learned 625 words.
Helen wanted to learn as much as she
could. After learning the finger alphabet, she learned
a special alphabet called Braille so that she could
read books. She also learned how to understand people's
words by putting her hands on their lips when they spoke.
But all of these things weren't enough
for Helen. She wanted to learn how to speak with her
voice. This was very difficult, and some people said
she shouldn't even try. But by the time she was sixteen,
Helen could speak well enough to go to school with sighted
and hearing children.
Helen graduated from college when she
was twenty-four years old and spent the rest of her
life trying to make things better for deaf and blind
people around the world.
Jackie
Robinson
Courtesey of the Library of
Congress (American
Memory Project)
Jackie
Robinson: Jackie Robinson
was born in Georgia in 1919. At that time, the southern
part of the United States was segregated, which means
that black people and white people were not allowed
to go to the same schools, drink from the same water
fountains, or even play on the same baseball teams.
Jackie was a very good student and
an excellent athlete. After he graduated from college,
he joined the U.S. Army. When he left the Army, he became
a professional baseball player. Black players then had
their own teams, which were called the Negro Leagues.
Jackie played for a Negro League team called the Kansas
City Monarchs.
Some people felt that it was time for
black and white baseball players to play on the same
team. They had to find someone who was willing to be
the first black player in the Major Leagues, which is
what the white teams were called. Jackie said he would
do it, even though he knew it would make some people
angry.
Jackie started playing for a Major
League team called the Brooklyn Dodgers in 1947. He
became one of the best players in the Major Leagues.
Soon, other great black players like Willie Mayes and
Hank Aaron also joined the Major Leagues.
After he stopped playing baseball,
Jackie continued to work for equal rights for all Americans.
Today, there are players of many skin colors and nationalities
playing in Major League Baseball-all because Jackie
Robinson dared to be the first African-American player
in the Major Leagues.
Sojourner
Truth
Courtesey of The Library of
Congress, Prints and Photographs Division
(American Memory Project)
Sojourner
Truth: Sojourner Truth
was born in New York in 1797. When she was born, her
name was Isadora Bomefree. Because her parents were
slaves, this meant that Isadora had to be a slave, too.
The white family who owned Isadora traded her to another
family when she was a child, so she couldn't see her
parents anymore.
When Isadora was 30 years old, slavery
was outlawed in New York, and Isadora became free. But
there were still slaves in many other states. Isadora
wanted to help other slaves become free by telling everyone
how terrible slavery was. She decided to change her
name to Sojourner Truth. "Sojourner" is a word for someone
who travels. Sojourner chose this name because she wanted
to travel around the country telling people the truth
about slavery.
Sojourner Truth visited many different
parts of the United States and became very famous for
her speeches. Although she didn't know how to read or
write, she published a book about her life when she
was 50 years old. People who read Sojourner's book or
listened to her speeches would sometimes cry because
they thought she was so brave. Her words made people
want to help other slaves become free.
When slavery finally ended in 1865,
Sojourner moved to Washington, D.C. to help black people
get houses, food, and jobs. When she met President Abraham
Lincoln, he told her that he had heard all about her
wonderful speeches.
***
To begin, give students time to look
at each portrait. As you did with the mystery photo
of your personal hero, ask guiding questions to promote
student observations. For example, you might ask:
- What do you notice about
this person?
- Do you know a real or pretend
person who looks like this?
- What exactly do you notice
about how the person is dressed? Does he/she look
like a hero?
- Do you think the person could
be alive today? Why or why not?
- If you met this person, do
you think you would like him or her? Why or why not?
Model observation skills for students
by noticing aloud some details, and by leaving others
for the students to discover.
Tell students that they will be learning
about each of these people. Have students use a show-of-hands
to vote for the figure they want to learn about first.
(Tip: One class period will probably allow you enough
time to discuss two figures, or you may wish to spread
this activity out over several sessions, discussing
one historical figure per session.) Read aloud some
background information about this person's life.
After the reading, add the person's
name to your chart list of "What Makes a Hero?" Have
students take turns putting an X mark next to the person's
name to indicate which of the characteristics listed
across the chart help describe that person. Ask students
to decide if the historical figure had any heroic characteristics
not yet listed on your chart. If so, add these to the
chart, then review the list of names to see if any of
the other suggested heroes share these new traits.
Repeat this process with the other
historical figures, filling in the chart as you read
about and discuss each one. As you proceed, ask students
to notice how the heroes on your chart are the same
and how they differ. It also may be helpful to encourage
student groups to act out these historical figures'
heroic behavior (i.e., have them demonstrate what the
hero may have looked like, performing one of his/her
bravest acts).
Lesson 5 Creating a Hero Hall of Fame
History
Remind students that heroes are not
just found in history or in books, TV, and movies; people
they know can be heroes, too. Ask each student to choose
a real-life hero they especially admire in their lives.
Tell students to bring to school a drawing or photograph
of their heroes, and ask them to be prepared to tell
why these people are so special to them.
Remove the photo of your hero in the
center of the bulletin board you covered with craft
paper. Title your display, "Our Real-Life Hero Hall
of Fame." As children bring photos to school, use photo
corners or temporary photo glue to mount each one on
a piece of construction paper. As you did with your
hero's photo, use markers to draw a frame around each
picture and have children use art supplies to decorate
each frame.
Then, as students watch, think aloud
as you use an index card to record a brief descriptive
summary of your personal hero. ("Let's see, first I
need to write my aunt's first and last names here, and
then I'll write, 'This is my Aunt Angie. She's a hero
to me because she took care of me when my mother broke
her leg. She taught me about caring and giving.' Then
I'll sign my name here so everyone will know who this
picture and card belong to.") Display the card beneath
the photo of your hero. Then help students develop similar
cards to display with the pictures of their heroes.
(Younger children may dictate their ideas for you to
write.) Encourage students to name specific heroic characteristics
that help describe their real-life heroes.
As children complete their cards, add
them-along with the framed pictures-to your Hero Hall
of Fame display. Provide class time for each student
to present his or her real-life hero to the rest of
the class. Use these presentations as an opportunity
to help students conclude that heroes are not always
famous and that some of our greatest real-life heroes
might be known only to their families and friends. You
may consider recording student presentations so that
you can later share them, along with the Hero Hall of
Fame, with parents and other students.
Lesson 6 Is There a Hero in You?
Ask each student to recall a heroic
trait he or she admires in his or her real-life hero.
Have students think about how they might begin to behave
in these same ways. For example, if a student says his
real-life hero was kind, ask that student for some specific
ways he might become kinder himself. (Tip: Use this
process to emphasize the small ways children can be
heroic-for example, by making a special card for someone
who is sick, or by speaking up if one child is hurting
the feelings of another.) Offer students drawing paper
preprinted with the sentence starter, " I can behave
like my real-life hero when_________________________."
Help students complete the sentence and then ask them
to use the rest of the page to illustrate their ideas.
After sharing the pages aloud in class, display the
pages as part of your Hero Hall of Fame display. Later,
bind the pages into a class book of "Ways I Can See
a Hero in Me."
After reviewing all that they've
learned about heroes and heroism, help your class develop
definitions of the words hero and heroic. Compare these
definitions with their ideas about heroes at the beginning
of your study. Ask, "What have you learned about what
it means to be a hero? How have your ideas about heroism
changed from when we began this study to now?"
Sharing books and stories about
heroes and heroism is a natural way for you to extend
the lesson on heroes. Classic children's literature
offers a wealth of unlikely but inspiring heroes. A
mother bunny, a retired lighthouse, a timid bull, an
aging steam shovel, or a well-loved stuffed animal are
just a few of the protagonists from which you might
choose. Have students identify heroic figures from their
favorite books and discuss the qualities that make these
characters heroic.
Students may then invent their
own heroic characters and write original stories about
them. Older students may draw upon recent reading assignments
for inspiration to write and illustrate picture books
featuring heroes of their creation. Younger students
may listen to a story, then draw a series of pictures
featuring a hero of their own creation They can also
write or dictate sentences explaining each picture.
See the Resource List below for a list of suggested
titles.
American
Memory Project (Library of Congress)
National Portrait Gallery
NYPL
Digital Schomburg
Other Resources:
The following works of children's
literature feature a wide variety of inspiring heroes:
The Country Bunny and the
Little Gold Shoes, written
by Dubose Heyward and illustrated by Marjorie Flack
(Houghton Mifflin Co., 1999)
The Little Engine That Could,
written by Watty Piper and illustrated
by George Hauman and Doris Hauman (Penguin Putnam, 1999)
The Little Red Lighthouse
and the Great Gray Bridge,
written by Hildegarde H. Swift and illustrated by Lynd
Ward (Harcourt Children's Books, 1974)
Lyle, Lyle, Crocodile,
written and illustrated by Bernard
Waber (Houghton Mifflin Co., 2000)
Make Way for Ducklings,
written and illustrated by Robert McCloskey (Penguin
Putnam, 1999)
The Story of Ferdinand,
written by Munro Leaf and illustrated
by Robert Lawson (Penguin Putnam, 1993)
Mike Mulligan and His Steam
Shovel, written and illustrated
by Virginia Lee Burton (Weston Woods Studios, Inc.)
The Velveteen Rabbit,
written by Margery Williams and
illustrated by William Nicholson (Morrow/Avon, 1999)
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