What is a hero? Who are your heroes? Heroes have a profound influence on individuals and cultures because they are instrumental in helping students understand their role in society and their potential for positive impact on it. Yet many students are unable to differentiate between the concept of 'hero' and 'celebrity.'

In a World Almanac survey, a sample of 8th - 12th graders were asked to choose their hero. Answers included predominantly male actors, comedians, singer/songwriters, and sports figures. If students do not see themselves as potential achievers in one of these areas, then it is difficult for them to recognize and value the potential hero within themselves, or within others in their school, family or community.

The Heroes theme was chosen so students could learn that heroes come in all shapes and sizes, and need not be famous or wealthy. Students come to recognize and value the heroic traits of individuals around them and connect with members of their community while developing a greater respect for an older generation. The theme also provides a platform to explore the ideas of nonviolent heroism, courage, and humanitarianism.

Through the unit, students learn about the Great Depression, the tragedy of the Holocaust, World War II, and the Civil Rights Movement of the 1950s and 1960s. Students become historians and museum curators as they interview individuals about their lives and experiences, publish their heroic stories and then create memorials to honor the individual.

Procedure

Part I - What is a hero?

1. Ask students to write down what characteristics they think someone must have to be a hero and to name a hero. After they have written their answers, discuss their responses.

2. Then put students in small groups and provide each with a different written scenario of a real person who faced and overcame a challenge, made a difference to others etc. The scenario can be from books like Tom Brokaw's The Greatest Generation or from magazine articles (Readers Digest is a good source).

3. Ask them to come to consensus on whether the group believes the person qualifies as a hero. Why or why not? What heroic characteristics describe the person?

4. Each group should then share their ideas with the whole class.

5. Create an extensive class list of heroic characteristics. Such characteristics as overcoming difficulties, perseverence, courage, helping others, displaying extraordinary talent, are some that may be named.

6. Ask students to work in groups to choose the top three most important characteristics of a hero. Come to consensus as a class.

Part II - Preparatory Activities

Prepare students for conducting a life history interview by completing selected activities from Lesson I, Transplants: Stories of Individuals Who Migrated to Central Florida, which familiarize students with life histories.

Part II - Interview Practice

1. Model good and bad interviewing techniques for students. First ask close-ended questions to model less effective interview techniques. Then ask students how to rephrase the close-ended questions to make them open-ended and model the different results with an effective interview.

2. Discuss open ended/close ended questions and then have students write questions that they would ask their 'hero.'

   NOTE - The American Folklife Center at the Library of Congress has published Folklife and Fieldwork: A Layman's Introduction to Field Techniques. This guide has tips and techniques on interviewing and conducting an interview.

3. Give students Instructions for Interviewing. Have students practice interviewing each other.

Part IV - Recording and transcribing the interview:

1. Students conduct and record a life history interview using the questions they have written.

2. They then transcribe the interview on the computer.

3. The tape recorded interview and transcription become part of an archive of life histories.

Part V - Condensing the 'Hero Story'

1. Students go over their transcripted interview and select an excerpt that illustrates the heroic qualities or experiences of the person interviewed.

2. Students then create a one to two page 'hero story' from the transcription which are published as an anthology of student-written Hero Stories.

Part VI - Memorials