Standard Kelsey Zehr Education

1.1.6 – Chronological thinking, Historical Analysis and Interpretation, Research: Use terms related to time to sequentially order events that have occurred in the school. Example: Use the terms past and present; yesterday, today and tomorrow; and next week and last week. Activity:

Begin the lesson by asking students these guiding questions: What is a hero? What does a hero look like? What characteristics must someone have to be considered a hero? Who are some heroes from American history? How were they heroic? Who are some famous heroes known today? Who are your heroes? What can previous heroes teach you about behaving like a hero? Could you be a hero? How?

Hero: Hero: A mythological or legendary figure often of divine descent endowed with great strength or ability; An illustrious warrior; A man admired for his achievements and noble qualities; One that shows great courage. Honor: Honesty, fairness or integrity in one’s beliefs. Characteristic: Regarding, representing, or indicating the unique and distinct qualities of a person or thing. American: A citizen of the United Stated of America. Courage: The quality of mind or spirit that enables a person to face difficulty, danger, pain, etc., without fear. Determination: A fixed intention or resolution; a firmness of purpose. Dedication: An unselfish commitment. Bravery: Bold and impulsive courage.

The purpose of this lesson is to help students to understand what it is to be a hero. After completing this lesson students will be able to: Understand and define the meaning of the words hero and heroic Learn about heroes from U.S. history by observing details in pictures and listening to brief biographies of each figure and express why they are considered heroes. Learn how everyday people can be heroes, and demonstrate an understanding of how famous heroes and real-life heroes compare create goals and show-through writing and art-how they believe they can become heroes.

Things to do before the lesson: Cover a bulletin board with craft paper. Bring in a picture of a real-life hero of yours and display it in the center of the bulletin board. Prepare a large chart, divided into three columns labeled TV, Movies, and Books. Prepare another chart with three blank columns and three blank rows that can be filled in later. Leave the title blank, but leave room to add one later. Prepare packets with pictures and information about the following American Heroes: Benjamin Franklin, Chief Joseph, Helen Keller, Sojourner Truth and Jackie Robinson.

First, show your students the picture on the pre-made bulletin board of your real-life hero. Explain to them that you will tell them about your hero later on in the lesson. First, show your students the picture on the pre-made bulletin board of your real-life hero. Explain to them that you will tell them about your hero later on in the lesson. Next, bring out the already prepared chart with the three columns labeled TV, Movies and Books. Ask the students to come up with a list of TV shows, movies and books they enjoy and record the names of these in the appropriate columns. After they are done naming these, ask them if they can come up with any heroes in these three multimedia sources. List these under the corresponding title. Each time a hero is named, be sure to ask the student why they think that person is a hero. Next, bring out the already prepared chart with the three columns labeled TV, Movies and Books. Ask the students to come up with a list of TV shows, movies and books they enjoy and record the names of these in the appropriate columns. After they are done naming these, ask them if they can come up with any heroes in these three multimedia sources. List these under the corresponding title. Each time a hero is named, be sure to ask the student why they think that person is a hero.

As children explain why these selected people are heroes, write the characteristics named at the top of the blank chart that was made previously. Write three of the selected heroes names down the side of the blank chart. As children explain why these selected people are heroes, write the characteristics named at the top of the blank chart that was made previously. Write three of the selected heroes names down the side of the blank chart. Briefly review the first chart with your class before presenting the second one. Briefly review the first chart with your class before presenting the second one. Discuss the heroes one at a time and ask students if they think that certain hero has any of the characteristics labeled on the top of the chart. If they do, mark an X in that box. Discuss the heroes one at a time and ask students if they think that certain hero has any of the characteristics labeled on the top of the chart. If they do, mark an X in that box. As you fill out the chart with your class, point out that many of the heroes they named have many the same characteristics. As you fill out the chart with your class, point out that many of the heroes they named have many the same characteristics. Finally, once the chart is filled out, label it “What Makes A Hero?” Finally, once the chart is filled out, label it “What Makes A Hero?” FriendlyDeterminedBrave Madeline X MulanXXX Lance Armstrong XX

Finally, revisit your real-life hero on the bulletin board. Ask students to guess the person’s identity and relationship to you. Next, tell students why this person is your hero. Share a story with them about the person and be very descriptive and thorough. You may wish to compare and contrast your hero with the student’s heroes or other common heroes in American history. Finally, revisit your real-life hero on the bulletin board. Ask students to guess the person’s identity and relationship to you. Next, tell students why this person is your hero. Share a story with them about the person and be very descriptive and thorough. You may wish to compare and contrast your hero with the student’s heroes or other common heroes in American history. Add your heroes name to the chart titled “What Makes a Hero?” and ask your students to help you evaluate the characteristics of your character based on your story. Place and X in the appropriate boxes as you did previously. Ask students to name any other heroic traits that your hero may have and add them to the list. Add your heroes name to the chart titled “What Makes a Hero?” and ask your students to help you evaluate the characteristics of your character based on your story. Place and X in the appropriate boxes as you did previously. Ask students to name any other heroic traits that your hero may have and add them to the list.

Finally, pass out the packets you have prepared on Benjamin Franklin, Helen Keller, Chief Joseph, Sojourner Truth and Jackie Robinson. Finally, pass out the packets you have prepared on Benjamin Franklin, Helen Keller, Chief Joseph, Sojourner Truth and Jackie Robinson. Give students time to look at each packet. Allow them to look at the pictures of each person and read some of the given information. Give students time to look at each packet. Allow them to look at the pictures of each person and read some of the given information. Next ask students the following questions: Next ask students the following questions: What do you notice about this person? What do you notice about this person? Do you know a real of pretend person who looks like this? Do you know a real of pretend person who looks like this? Does this person look like a hero? What do you notice about how he or she is dressed? Does this person look like a hero? What do you notice about how he or she is dressed? Do you think the person could be alive today? Why or why not? 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? If you met this person, do you think you would like him or her? Why or why not?

Explain to the students that they will be learning about each of these people. Have the students vote on which person they would like to learn about first. Explain to the students that they will be learning about each of these people. Have the students vote on which person they would like to learn about first. Discuss the information given in the packets with your students. Discuss the information given in the packets with your students. After going over the information, add each person’s name to the “What Makes A Hero” chart. Have students take turns placing X’s under the characteristics they feel are appropriate. After going over the information, add each person’s name to the “What Makes A Hero” chart. Have students take turns placing X’s under the characteristics they feel are appropriate. Lastly, ask each student to name heroic traits he or she admire in his or her real-life hero. Have students think about how they might behave in these same ways. Have students write about how they see these same heroic traits in themselves. Lastly, ask each student to name heroic traits he or she admire in his or her real-life hero. Have students think about how they might behave in these same ways. Have students write about how they see these same heroic traits in themselves. The writings of the whole class could even be made into a book at a later time if desired. The writings of the whole class could even be made into a book at a later time if desired.

Weatherford, Carole Boston. Moses: When Harriet Tubman Led Her People To Freedom. Illustrated by Kadir Nelson. Hyperion Books, Weatherford, Carole Boston. Moses: When Harriet Tubman Led Her People To Freedom. Illustrated by Kadir Nelson. Hyperion Books, Lawson, Robert. Lawson, Robert. Ben and Me: An Astonishing Life of Benjamin Franklin by His Good Mouse Amos. Little, Brown Young Readers, 1988.