Jed Radebaugh and Annie Olson
Hamline University
MAT Program
Teaching of Social Studies

Lesson Title: What Makes a Hero?
(Adapted from Lesson Plan #1 Essig, Crystal & Parise, Gina. Culturally Responsive Teaching, Secondary Social Studies. Hamline University MAT Program, December 8, 2005.)

Grade Level:
5^th -8^th

Materials needed:
writing utensils, chalkboard/overhead projector, drawing paper, markers, costumes or props optional.

MN Social Studies Standards met:
Strand 7 Government and Citizenship. Substrand A: Civic values, skills, rights and responsibilities. The student will recognize the importance of individual action and character in shaping civic life.

Student Objectives:
SWBAT verbalize a working definition of a “hero.”
SWBAT draw, write, speak, participate in a performance to demonstrate understanding of concepts related to social justice.

Key vocabulary: (Teacher discretion when to incorporate)
Hero: Any person who has heroic qualities or has performed a heroic act and is regarded as a model or ideal.
Hunger: A compelling need or desire for food; the painful sensation or state of weakness caused by the need of food.
Poverty: Condition of being poor
Social Injustice: A concept relating to the perceived unfairness of a society in its devisions of rewards and burdens.
Social Justice: Ideal condition in which all members of society have the same basic rights, security, opportunities, obligations and social benefits.

Lesson Introduction:
Teacher writes the word “hero” on the board. Students should write for one minute about what their definition or interpretation of a hero is. After the minute is up, invite students to raise their hands and volunteer some of their definitions and ideas they had written about heroes. Teacher will jot down some keywords on the board. Have the class come to an agreement about what the class's definition of a hero is.

Lesson sequence:

1. Have students individually write down the names of three people that they consider heroes. (real, living, dead, mythical) and have them list personal qualities that their heroes have.

2. Group students into small groups and have them share their heroes with each other. Have them consider these questions:

From your list of heroes, which work to end inequality and unfairness?

Do heroes always help the needy? Do they help themselves or their families?

Does a hero only save people?

How are we different than heroes? How are we the same?

3.) (Optional: Library visit, interview, talk to their parents)

As a group , have students choose one of the heroes. Have them create a story, drawing, skit, or poem describing what the chosen hero could to to try to help or change the social situation the people he/she aids are perpetually in.

4.) Have students present their heroes to the class.

Lesson Closure:
Have students think about local heroes. (were some mentioned as heroes by your students). Who are heroes that students know and respect?

Assessment:
Teacher observes student writing, drawing or verbalizing a working definition of a “hero.”
Teacher observes student drawing, writing, speaking, participating in small group performance to demonstrate understanding of concepts related to social justice.

Lesson connections/extentions:
Invite a local leader into the classroom to talk about how students can make a difference in the world.

Visit a food shelf to have students learn about how food is collected and distributed to those who need it.

Organize a food drive.