Hero

Introduction

The words to a once popular song said, “Everybody’s searching for a hero. People need someone to look up to.” Who in our world is celebrated as a hero? Michael Jordan? Kurt Warner? Nelly? What is a hero? Are they different from the rest of us? Does every culture have and celebrate heroes? What does it take to become a hero, or are heroes born?

This WebQuest challenges you to answer those questions and teach a group of 9 and 10 year olds it means to be a hero!

The Task

Your task is to teach a group of third or fourth graders the meaning of a hero. Your team must make a 20-minute presentation to a class. You must develop your own presentation. (Be creative, remember 9 and 10 year olds can be quite critical.) Discuss your plans for the presentation with me as they are made.

The Process

What makes a hero? How does a hero differ from a role model or celebrity? With your class you will brainstorm the characteristics of a hero and decide on which ones a hero must have. These will be the characteristics you look for as you select your hero.

Your team of four must select a hero from at least two of the following centuries:

1600-1699

1700-1799

1800-1899

1900-2001

Visit the resources and choose an individual you would like to know more about. Thoroughly research his/her life. You must use at least three resources including one resource from the Internet and one print source.

Your goal is to learn as much about the individual as possible, including, but not limited to the following:

	Date and Place of Birth (you may also include ethnic background)
	Family, (parents, siblings, spouse, children)
	A chronological account of his or her life
	Hardships or struggles he or she experienced
	Major accomplishments/occupation
	Special events occurring in the world during this person's life
	Date and Place of Death

As you gather information be sure to paraphrase it in words that 9 to 10 year old will be able to understand. You may use quotes, but remember, you will be required to include a bibliography citing all the sources you used. Before you begin, make sure you have a ‘Claim Ticket’. Complete the form immediately and turn it in.

Complete the following activities:

Write a Want Ad for a hero
From the information you gathered prepare a PowerPoint.
Create a hero card for your hero. (baseball type card)
Pages for the project “Four Centuries of Heroes”
Mural – all classes will contribute to one mural
Word Wall – “What is a Hero?”

Resources

Software

News of the Past

Library

You might want to start with one of the Biographical Dictionaries in the classroom. In the library ask for the index to the text version of Current Biography and the Reader's Guide to Periodical Literature. You might also browse through copies of Biography, Ebony, Time, and US News and World Report.

Internet

The following links will aid you in your search for a hero. Keep in mind the qualities your class selected for heroes. You may select one of the people in the chart and proceed to one of the following links as a starting point for your research.

Want Ad
Beginning 1	Developing 2	Accomplished 3	Exemplary 4
The ad demonstrates a limited awareness of purpose and audience Many grammar and spelling errors Never mentions the qualities of a hero	The intent of the ad is clear There is little evidence indicating the intended audience A few grammar and spelling errors Includes a few qualities of a hero	An audience is clearly targeted The purpose of the ad is evident Only one or two grammar and spelling errors Clearly indicates several qualities of a hero	Appropriate voice and tone enhances the clearly evident purpose The intended audience is unmistakable All grammar and spelling is correct Many interesting and specific qualities of a hero are included
PowerPoint
Beginning 1	Developing 2	Accomplished 3	Exemplary 4
The presentation shows limited awareness of intended audience Many spelling and grammar errors Did not include seven required slides Does not address the characteristics of a hero	The intended audience was evident Has more than three spelling and grammar errors Did not included seven completed slides Showed limited traits of a hero	The presentation clearly intended for 9-10 year olds Only one or two minor spelling or grammar errors Included 7 complete slides Hero traits included	Presentation has appeal to intended audience All grammar and spelling is correct Included title slide, a slide for each hero, a conclusion and a picture of the team Excellent documentation of what makes individual a hero
Four Centuries of Heroes
Beginning 1	Developing 2	Accomplished 3	Exemplary 4
No evidence of intended audience Many spelling and grammar errors All biographies aren’t complete/does not include qualities of a hero Evidence of plagiarism	There is some evidence indicating the intended audience A few spelling or grammatical Some of the biographies complete, others incomplete or hero qualities not included	An audience is clearly targeted The purpose of the ad is evident Only one or two grammar and spelling errors Clearly states several qualities that make this person a hero	Appropriate voice and tone enhances the unmistakable audience All grammar and spelling is correct Many interesting specific qualities of a hero are included
Hero Card
Beginning 1	Developing 2	Accomplished 3	Exemplary 4
The card demonstrates a limited awareness of purpose and audience. Many grammar and spelling errors Never mentions the qualities of a hero	The intent of the card is clear A few grammar and spelling errors Includes a few qualities of a hero	The purpose of the card is evident Only one or two grammar and spelling errors Clearly indicates several qualities of a hero	The intended audience is unmistakable All grammar and spelling is correct Many interesting specific qualities of a hero are included

Teacher Page

Before starting this lesson, students will need to be familiar with the Reader's Guide to Periodical Literature and other reference material. They should also have a working knowledge of PowerPoint or another presentation program.

Students often are more successful in cooperative learning groups that take advantage of student diverse learning styles. I divide my students into these groups according to their classroom performance, learning styles, behavioral patterns.

The Webquest is designed to take ten days. The first day will be spent brainstorming, individual library visits, researching books and magazines and the computer. The next two days the students will complete their initial research and turn in a ‘Claim Ticket’. The purpose of the Claim Ticket is to avoid having two students researching the same person and also to make sure the student has completed the initial research. Before the lesson, the students should know how the ‘heroes’ will be assigned. I will number the tickets as they come in and assign people in that order.

Seven more class periods will be devoted to the project. The seven periods will not be consecutive. Three days will be at the end of the project to allow students to prepare presentations. Students will then make their presentations to the class before presenting them to the third and fourth graders. (Our school complex includes a separate elementary school.)

EVALUATION

Evaluation varies from teacher to teacher. You may want to use the scoring guides included with the webquest, or develop your own. The students will evaluate themselves on two parts of the project. As soon as they have completed that portion, they will request a student-teacher conference and discuss their grade with me.

Missouri Show-Me Standards

Communication Arts

In Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in

1.speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization)

3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)

4. writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)

5. comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)

6. participating in formal and informal presentations and discussions of issues and ideas

Fine Arts
In Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of

1. process and techniques for the production, exhibition or performance of one or more of the visual or performed arts

Social Studies
In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of

6. relationships of the individual and groups to institutions and cultural traditions

7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)

Science
In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of

8. impact of science, technology and human activity on resources and the environment

Health/Physical Education
In Health/Physical Education, students in Missouri public schools will acquire a solid foundation which includes knowledge of

3. diseases and methods for prevention, treatment and control

6. consumer health issues (such as the effects of mass media and technologies on safety and health)

7. responses to emergency situations

Credits & References

Animated detective and dancing cat are from www.animfactory.com