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Heroes


Teacher's Notes

This unit begins by recognizing heroes, moves from a general summary of past Everest summitters to a specific focus on climber Ben Webster. It then culminates in students setting their own goals. A supplementary package of lessons pertaining to superheroes is included.

By the end of the unit students will:

  • Recognize heroic characteristics
  • Identify local/community heroes
  • Recognize heroic qualities in themselves
  • Recognize not all heroes attain their goals
  • Make the correlation from Everest obstacles to real-life obstacles
  • Set and track their own goals

Supplementary targets:

  • Identify superhero qualities
  • Recognize the difference between real-life heroes and superheroes
  • Complete comprehension questions competently
  • Compare and contrast reading and singing of songs/poems
  • Orally present and critique own hero song
  • Identify group obstacles

Teaching the Lesson

Monday: Lesson One

Lesson One - Heroes

The Heroes work sheet serves as a general introduction to the concept of hero. Look for basic characteristics such as confidence, perseverance, motivation, dreams and faith. Don't discourage familiar heroes, such as family members. Take up Activity 1 on OHP in whole class discussion.

Discuss the names suggested as heroes. If introducing unit at end of lesson, you could have groups' research one of the five names suggested as homework.

Choose Sir Edmund Hillary to discuss as an inspiring hero. What made him a hero for so many nations? A backgrounder is available for you on the Sir Edmund Hillary work sheet. Is he still considered a hero today? How is he different from, say, Mother Teresa?

Depending on time constraints, Activity 2 and 3 could be presented orally.

If you choose to teach the supplementary Superhero lessons, they should be taught after Lesson 1:

Most students immediately think of Superheroes when asked to name a hero. You could do a quick verbal comparison of Superheroes to real-life heroes, or you could choose to use the supplementary material provided. After reading Superman's Song, ask students to complete the Superman's Song - Response sheet. Students may need some help with the song's vocabulary. More about the song at: http://www.crashtestdummies.com/albums/the_ghosts_that_haunt_me.html#superman

You need a copy of the Crash Test Dummies Song and a CD player. Does a student have the CD? Does the library have a copy? Take up whole class situation. Emphasis on how Superman could be evil, but chooses to remain a hero. Allow time for the students to take notes.

Before you attempt Hero's Songs: Present Your Own (see work sheet), advise students to bring in a song or a poem about a hero for a future class (As research homework, you could suggest the titles of the songs & poems on the sheet). You will need a tape recorder - or more than one, depending on resources - for this worksheet. Play all groups' versions when exercise is completed. Make OHP chart comparing and contrasting the chosen heroes. If students choose to present a song - decide if you'll let class listen to CD version.


Wednesday - Lessons Two and Three

Lesson Two - Everest Heroes

Everest Heroes work sheet provides a talk activity that allows students to track various "firsts" and debate what constitutes a hero on the mountain and in real life.

Ben Webster's Transcript could be read individually as homework, or in pairs during class. Students could make a vocabulary list using the words they didn't understand in the transcript.

Lesson Three

Assuming Ben Webster's Transcript has been read, Response to Ben's Chat work sheet allows students to consider whether Ben may or may not be a hero. Students should make the connection that goal setting must start at a young age. Review guidelines for diary entry writing.

Friday - Lesson Four

Lesson Four - Setting Goals

Read Setting Goals work sheet together as a class. Have students complete Setting a Goal for Yourself sheet; they might want to read a friend's when they are finished.

There is an Obstacles help sheet. Even if the help sheet isn't required, it would be worth reading the positive self-suggestions aloud.

Extending the Learning: Tracking goals

If possible, have students track their goals. Students may want to create their own logbook for this purpose. Does this goal or "personal expedition" take them to a "mountaintop?" If they didn't reach their goal - why not? What was the view from the top if they did? Did it meet their expectations? (Remember, Ben Webster was disappointed at the top of Everest). How did they feel after having finally reached the "summit" of the goal they'd set? What did they learn? How did it change them and the way they see others, relate to others and make decisions?
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Heroes Worksheet

What is a hero? The dictionary tells us: "a person of extraordinary valor, fortitude or enterprise." What does this mean?

Activity 1: In pairs, brainstorm what characteristics you think a hero has. Who do you think of when you hear the word hero? Why? What makes that person a hero? One of you must take notes and be ready to share your ideas with the class.

Activity 2: Now working by yourself, think of someone who is a personal hero to you. Who do you look up to? Has anyone inspired you to accomplish something? Has anyone helped you recently? It must be someone you know quite well. How about:
  • A classmate who has improved their grades
  • Someone who is kind to others (a role-model)
  • An adult who has gone back to school to get their high school diploma
  • An inspiring coach or teacher
  • Someone who has overcome a disability
When you have chosen your hero, answer the following questions:
  • Who is your real-life hero?
  • What challenges did he or she face while working towards his or her goal?
  • How did he or she overcome the challenges?
  • Has he or she achieved his or her "ultimate" goal?
  • If not, is he or she still technically a hero?

Activity 3:Would you like to be a hero? Why or why not? Maybe you already are a hero and you don't realize it. We all have some heroic characteristics. Consider:
  • Are you particularly dedicated to a particular hobby?
  • Have you helped a team win a game?
  • Does your family rely on you?
  • Have you delivered newspapers through a snowstorm?
Write a paragraph explaining how you have recently been a hero.
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Everest - Heroes?


Mount Everest, at 29,028 feet, is literally the highest place on earth. The men and women who climb this mountain are often considered heroes.

TIMELINE

  • 1924 - George Mallory and Andrew Irvine, British climbers, were last spotted within 2,000 feet of the summit. Neither climber was seen alive again. Whether the two men reached the summit remains a mystery.
  • 1953 - Sir Edmund Hillary, a renowned mountain climber and explorer from New Zealand, and Tenzing Norgay, a Nepalese Sherpa*, are officially recognized as the first to reach the summit. Both men use bottled oxygen.

    * Sherpas are the highest-living population in the world, located primarily in the Khumbu region of Nepal. Mountaineering Sherpas carry heavy loads, set guide ropes and prepare camps for climbers on Everest.

  • 1956 - Swiss climbers Ernst Schmied, Jurg Marmet, Hans Rudolf and Adolf Reist summit.
  • 1963 - James Whittaker becomes the first American to summit.
  • 1973 - Shambu Tamang, 17, from Nepal, youngest person to reach summit.
  • 1975 - Junko Tabei, from Japan, is the first woman to conquer Everest.
  • 1978 - Austrians Reinhold Messner and Peter Habeler are the first men to ascent without using oxygen.
  • 1982 - Peter Boardman and Joe Tasker, British men, vanish en route to the summit.
  • 1986 - Sharon Wood becomes the first Canadian woman to summit.
  • 1988 - Lydia Bradey from New Zealand is the first female to reach the top without oxygen.
  • 1990 - Andrej and Marija Stremfelj from Slovenia are the first married couple to summit.
  • 1996 - Beck Weathers nearly summits, but turns back. He is left for dead on the mountain but manages to make it back to Camp Four. Frostbitten so badly, he will need surgery for a new nose and a new hand.
  • 1996 - American Scott Fischer and New Zealander Rob Hall, both mountaineering guides, reach the summit, but die in a rogue storm during their descent.
  • 1998 - Tom Whittaker, an American, is the first disabled climber to summit.
  • 2000 - Nazir Sabir, from Pakistan, and Ben Webster, a Canadian, are successful. No other members of Webster's team reach the summit.
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Timeline Heroes


George Mallory
Mallory
Edmund Hillary
Hillary
Tenzing Norgay
Tenzing
Tom Whittaker
Whittaker
Junko Tabei
Tabei
Reinhold Messner
Messner
Scott Fischer
Fischer
Rob Hall
Hall

TALKING POINTS

Study the timeline. In groups of three or four, discuss the following questions:

    • Choose TWO of the climbers mentioned above as potential heroes. Why are they heroes to your group?
    • Does climbing Everest necessarily mean you become a hero?
    • What costs are involved in summitting the mountain?
    • Are you still a hero if you turn around due to bad weather?
    • Are you a hero if you make it to the summit, but die on the way back down?
    • Do you have to summit without using supplementary oxygen to be considered a hero?
    • Are you only a hero if you summit solo, without any help from guides or Sherpas?
    • Are you a hero just for trying to reach the summit? What if you only make it to Camp One?
    • Are Sherpas heroes?
    • What sort of planning is involved in climbing the mountain?
    • What obstacles could lie in the way of the climbers?
    • Would YOU like to climb Mount Everest? Why or why not?
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Ben Webster Transcript


Ben Webster summitted Mount Everest on 5/17/2000. Below is an excerpt from a 5/19/2000 chat with Ben that took place at STEPonline.com

Ben_Webster:"Hello everybody! Good morning from base camp."

Darlingdiva:"How many people actually made it to the summit from your group?"

Ben_Webster: "Just myself, unfortunately. In any expedition, there tends to be an attrition factor where people suffer from illnesses or have trouble acclimatizing, or with fatigue. The mountain takes care of a process of allowing just the lucky ones to have a shot. I just happened to stay healthy. One of our team members picked up a virus on the trail, and two months later he's still not well. The nature of living in a harsh and remote environment took its toll. I happened to be lucky in staying healthy and acclimatizing well."

Awsomerita:"What part did the weather play in your schedule to reach the summit?

Ben_Webster:"That's actually a huge part. The single greatest principle in climbing Everest - you need your Sherpa support, and oxygen and supplies, but you have to have it at the right time to make your assault. Every decision is made based on satellite weather reports. The hard part is that they're only about 50 percent accurate, so you're taking the satellite reports, making your strategic decisions, and then changing them on the fly as you see what's actually happening on the mountain. The weather there is very changeable, so to get 100 percent weather accuracy is very hard. We knew we only had a 16-hour window in which the winds would be low enough. At the end of that window, the winds were supposed to pick up and become treacherous. So we left very early - actually 9p.m., because the winds are lighter at night. We climbed all night, and only spent about ten minutes at the actual summit because we wanted to get back safely. We beat a hasty retreat for four hours to our camp. You have a complete sense of not loneliness, but you understand your mortality when you're that far away from any help. There's no rescue or anything, and if the weather turned bad on you, like in the disaster of '96, you could stay up there forever."

Daniel-Step Guest: "What kind of physical conditioning did you do to prepare yourself for this tremendous feat?"

Ben_Webster: "Because I've done this stuff for the last 20 years, I'm always in pretty good shape. But I tailored my training schedule to mostly lower end and cardiovascular work. That means working endurance on the major muscle groups in the legs - hamstrings, gluts, calves especially, because you spend a lot of time on uneven ground and that takes a lot of strain on your calves."

Mikie-Step Guest: "Do you think a person has to be a little bit crazy to attempt Everest?"

Ben_Webster: "No, I don't, not at all. Every person has a different level of what's considered acceptable risk, and too often (because I've done this my entire life), I've had to defend my point of view, which is that risk is primary to the life experience. Without risk, there's no reward. I'm not saying it's right for everyone, but for me and other climbers, or people who do adventure sports, it's a reflection on their view that life should believed at the moment, and not tucked away in a secure place. Unless you're willing to risk something, you're not going to get anything out of life. For people who need a high level of security, they find that a crazy concept, but for those who don't mind a bit of risk, it's very liberating to the life experience because you're willing to try things that will make your life a little bit richer.

David-Step Guest:"What was the experience of actually being on the summit of Everest?"

Ben_Webster: "For myself, I know other people have said that it's life changing or very spiritual. It wasn't that profound for me. My first thought was the actual summit isn't as dramatic as you might assume - it's almost dome shaped, and not this rigid rocky outcrop that everyone imagines. It's quite rounded, like a dome. It wasn't quite as beautiful as I had expected, although the views were awe-inspiring. The second thought was that, having done the climb and done it with other climbers and Sherpa support, I thought back to 1953 and Sir Edmund Hillary and Tensing Norgay and how they did it completely alone with no support, not knowing what was around the next bend. These guys were really pioneers, and what a fantastic feat it was for them to have done it."

Mountain gal:"What can you tell us about altitude sickness and the effects of oxygen deprivation?

Ben_Webster: "I can tell you, without going into great detail, a scary story relating to that question. This happened to me on the summit bid. On my summit push, I spent ten days at high altitude, about twice as long as is usually done. When it came time to summit, I still felt very strong, and was able to make the summit and return to Camp IV. But the next day, the aftereffects of being that high in the "death zone" hit me. I woke up, realizing I could no longer think straight. I was suffering from the beginning stages of extreme hypoxia, almost like getting Alzheimer's disease. It took me two hours to get dressed - I'd pick up a sock, not remember why I had it in the first place, and not be able to find it. I knew instinctively I was in trouble when my mind started to break down so severely. As soon as I got dressed, I left, and several thousand feet lower the effect decreased. By the time I made it to Camp II, I was fine. You read about climbers in the "death zone" who just sit down and die. And I felt this seductive experience first hand. Your mind is addled, but at the same time you don't feel pain. Instead, you feel tired and comfortable and lethargic. All you want to do is lie down and fall asleep. Part of your brain is screaming at you to get out, because you want to preserve your own life. But the rest of your brain just wants to lie down for five more minutes. If I hadn't gotten out when I did, I'd still be there. People in that circumstance either fall into a coma, or go into cardiac arrest and die.

LadyBrat:"Was the down climb as hard as the up climb? I read that the ice was breaking and you faced some dangers coming back down?

Ben_Webster: "Yes, the section through the Khumbu Ice Fall started to disintegrate while I was up in the mountain. Lower down in the mountain, with the spring heat, the ice field started to break up, so when I came down through that section, it was in much worse condition than when I'd seen it a month earlier. It's in very bad shape right now, with the glacier shifting and crevasses opening daily. The support for the crevasses - the ladders, etc. - has all melted away, so it's a very scary process to go through it. It's like a river of ice, and it's moving very quickly right now in the spring. For a glacier that is - I think we could still outrun it! LOL.

BusyBrat: "What did the Prime Minister say to you when you talked to him on the phone after getting back to base?

Ben_Webster: "He was very kind, very congratulatory, and very quick witted."

Vickiesdigs: "How long did you prepare for this adventure before actually taking off? I have tremendous admiration for you."

Ben_Webster: "It took me two years to set up the project, and to find the financing and execute it. So it's a long process, and a very complex process as well, when you take into consideration the media and sponsor responsibilities, and ultimately your team responsibilities."

Jeff-StepGuest: "Now that you've made it to the top, looking back, is there a route or plan that you would of changed?"

Ben_Webster: "The success ratio on Everest is, again, extremely small. So it's hard to look back with success and say, "Gee, I should have done that differently." Ultimately, the decisions made were the right ones, because we succeeded where so many others don't. Having said that, your hindsight is always 20/20, so I don't like to look back and say I should have, because you're basing that on new information that you didn't have at the time. There's no one glaring mistake I would like to recover.

David-StepGuest: "Hi Ben, was there ever a time during your climb when you just thought you couldn't go on?"

Ben_Webster: Actually, yes. Claude and I discussed this at Camp III. We were both tired, and were feeling the effects of low oxygen, and had less energy than we normally did. The different elements that were happening around us with different expeditions made us discuss our chances of actually making it to the top. We weren't thinking it was looking grim, but by the same token, we weren't really optimistic either. You have to dig deep, and sort of bypass some of that emotional negativity and just figure that you're here, so you have to go do it. Once I started to climb from Camp III to Camp IV, I started to feel strong and fine again. From there, you just put aside a lot of stuff, and focus on what you have to do, being strong emotionally and mentally. If you get deflected at all from the task at hand, you have absolutely no chance at all. The big telling part was how cleanly and quickly I climbed to Camp IV, which gave me confidence that my body hadn't worn down, and I still had the ability to make it. Once I knew my body could do it, I just had to get my head and my emotions in the right place. You can control your thoughts and emotions, but you can't control your body if it's breaking down from altitude. If you break your leg, there's nothing you can do about it, but if you're being negative, you have it in your power to change that.

Nathan-StepGuest: "What goes into an expedition leader's decision to turn away from the summit before reaching it?"

Ben_Webster: "Nathan, that's a very good question, because sometimes as an expedition leader you may have to decide that for another climber and take away their life long dream. You base it on what's best for the expedition first, and the expedition's success. Everyone has to come home. That's more important than summitting. I suspect that when people make those decisions, they've weighed the pros and cons of acceptable risk. The mountain is littered with corpses of people who obviously, when given that decision, decided to press on, or if they decided to turn around, it was too late. This shows bad luck, or bad judgment. You know that going up Everest, that these decisions are life and death. So when people turn back, I never discredit that. It's always seen as a failure, but it's NEVER a failure when people come home. It's only a failure when people don't come down. People shouldn't get so consumed by the actual summit - any piece of rock or ice isn't worth a life. If you turn around, there's always a chance to come back and do it again. But if you decide to press on, and make a bad decision, it may be your last expedition.

Maryk-Step Guest: "How can you equate your challenges to those that kids are faced with today?"

Ben_Webster: "Actually, it's very easy to correlate the two. In a lot of cases, you have to face (and it's a good word, challenge). Kids are just trying to get through their adolescence, which is so complicated that there are a lot of obstacles, like drugs, alcohol, etc. Those are the obstacles they have to get through. The key word is "challenge" because you have to get your headspace into a positive area, so you think they are just challenges to overcome. Keep a positive outlook, realizing there are things you have to go through and get around as part of the process of getting to the "peak" that you want. So I see a definite correlation. I know for myself that during adolescence, everything was very intense emotionally. That was the case here too, but as you get older, you realize that it's just one experience in your life. Most teenagers just don't have the life experience to put it into perspective yet. They don't realize that the intensity of the emotions will diminish with perspective."

STEP: "We are just about out of time for today Ben, thank you so much for joining us and sharing your journey. Do you have any last words for our audience?"

Ben_Webster: "I've done several online interviews now, and one thing that comes out is people's seeming arms' length admiration for this experience. But I'd like to bring it down a notch - understand that I'm happy that people enjoyed what we did here, but remember that this is just one Everest. Everyone has his or her own personal Everest. If anything, take what we did, and reflect it back on your own life. I'm not extraordinary. If you met me, you'd think I was just the guy next door, so that should tell you a lot about the capacity of people to succeed. Find out what your personal Everest is, and go do it!"


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Response to Ben’s chat






   Ben Webster set a goal of climbing Mt. Everest and attained that goal. Read the transcript from a Ben Webster chat event at STEPonline.com and consider the questions below:
  1. Why didn’t the other members of Ben’s team reach the summit? How did he feel about it?


  2. What factors might have prevented Ben from reaching the summit?


  3. How did Ben train for the expedition?


  4. Do you agree with Ben that "every person has a different level of what’s considered acceptable risk?" Where would you draw your line of acceptable risk? Do you think this level increases or decreases as you get older?

  5. What did Ben first think of when he reached the summit? Which climbers did he later think of?


  6. Was Ben affected by altitude sickness? Explain.


  7. Do you think Ben is a hero because the Prime Minister of Canada, Jean Chretien, phoned him?


  8. How long did it take Ben to prepare for the expedition? What were some of his responsibilities?


  9. Ben believes you can’t control your physical state, but you can control what other state? And why is it crucial to attaining goals?


  10. According to Ben, what is more important than summitting? Why?


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Setting Goals



Ben Webster, a self-termed "boy next door", believes everyone has an own Everest. He says, "Find out what your personal Everest is, and go do it!" Identifying and setting goals takes time and planning; most goals can’t be reached overnight. Think of all the training Ben had to do before he summitted Everest. He had to be true to himself, drug-free, aware of the risks and dedicated to even consider summitting.

Determining Goals: Let’s say you want to set a straightforward goal – like being able to run 5 miles by the end of July, 2001.

  • Try to establish weekly goals for improvement (e.g. increase time spent training by one percent). The more realistic the goals are, the more likely you will not become discouraged part way.
  • Remember, your goals can be qualitative (e.g. getting into shape) or quantitative (e.g. running 5 miles in under 50 minutes).

Establish Both Short and Long Term Goals: Make daily, weekly and monthly goals. Short term: I am going to go out and run even if the weather is crummy and I don’t feel like it. Long term: I will be able to run 3 miles by the end of May.

Record Your Goals: Commit to your goals by writing them down. Review your progress on an active basis. Have faith in yourself! Is there a dream goal you have? Maybe to run a marathon one day?

Monitor Your Progress: Try keeping a log book to reinforce your daily step by step progress towards the achievement of the goal. Make a chart like this one:


Modify Your Goals: It’s OK to change your goals! As you make progress, your short term and even long term goals may change. Modify your goals according to changes in circumstance and document the changes. What would happen if you sprained an ankle in June? Realize and accept you might not be able to attain your goal.
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Setting A Goal For Yourself



What long-term goal would you like to achieve?





Is this goal realistic? Be honest! Explain why you think you can achieve the goal.





What short term goals do you need to set to achieve the long term goal?





Is there a related dream goal years away?





What obstacles might you encounter trying to meet your goal?





How could you overcome these obstacles?





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Obstacle - Helpsheet


Life will always throw obstacles in your path. Think about ways to hurdle over these obstacles. See them as learning curves rather than blockades. Here are just a few:
  • Peer pressure – fear of being perceived as different
  • Smoking
  • Drugs
  • Family problems such as…
  • Poverty
  • Lack of Education
  • Temptations such as…
  • Health concerns such as…
  • Alcohol
  • Competition from…
  • Rejection from…
Although it may seem like everything and everyone is against you at some stage in your life – things will always get better. There is always someone you can turn to; talk about your obstacles with a friend, parent, guidance counselor or someone else you trust. And believe in yourself – consider the positive self-suggestions below!

Positive Self-Suggestions


  • I am in control of my own thinking, my own focus and my own life.
  • I control my own thoughts and emotions, and direct the whole pattern of performance, health and life. I make my own choices.
  • I am fully capable of achieving the goals I set for myself. They are within my control.
  • I learn from problems or setbacks and through them I see room for improvement and opportunities for personal growth.
  • Everyday in some way I feel better, wiser, more adaptable, more focused, more confident and more in control.
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Superman's Song


By Brad Roberts, Crash Test Dummies, from The Ghosts That Haunt Me CD

Tarzan wasn't a ladies' man
He'd just come along and scoop 'em up under his arm
Like that, quick as a cat in the jungle
But Clark Kent, now there was a real gent
He would not be caught sittin' around in no
Junglescape, dumb as an ape doing nothing

Chorus: Superman never made any money
For saving the world from Solomon Grundy*
And sometimes I despair the world will never see
Another man like him

Hey Bob, Supe had a straight job
Even though he could have smashed through any bank
In the United States, he had the strength, but he would now
Folks said his family were all dead
Their planet crumbled but Superman, he forced himself
To carry on, forget Krypton, and keep going

[Chorus]

Tarzan was king of the jungle and Lord over all the apes
But he could hardly string together four words: "I Tarzan, You Jane."
Sometimes when Supe was stopping crimes
I'll bet that he was tempted to just quit and turn his back
On man, join Tarzan in the forest
But he stayed in the city, and kept on changing clothes
In dirty old phonebooths till his work was through
And nothing to do but go on home

[Chorus 2x]


* Solomon Grundy is just one of Superman’s arch enemies. The gigantic humanoid creature emerged from Slaughter Swamp in 1944 to wreak havoc on Gotham City. Superman has his work cut out for him: Solomon Grundy possesses vast super-human strength; he is virtually impossible to kill. He is immune to bullets, fire and extreme cold and can survive indefinitely without food, water or oxygen.
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Superman's Song - Response



Many people automatically think of "Superheroes" when they are asked to name a hero. Read "Superman’s Song" written by Brad Roberts and answer the questions below.

A) When you think of Superman and Tarzan, what images come immediately to mind?
B) Now describe Superman and Tarzan using words and phrases from the song lyrics. Do your images match those of Brad Roberts? Explain why or why not.
C) Which character does the songwriter seem to prefer? How do you know?
D) Superman is trying to save the world from Solomon Grundy. Why?
E) Roberts suggests "Supe" might be tempted to quit and join Tarzan in the forest. Do you think Superman would want to leave Gotham City? Why or why not?
F) Superman has super-human powers. Roberts doesn’t think it’s the strength that makes Supe a hero, but what he chooses NOT to do with his strength. Give an example from the song. Do you agree with the songwriter? Explain.
G) Which character would you rather be? Why?
Now listen to "Superman’s Song" from the CD, The Ghosts That Haunt Me.
H) Was the recording as you imagined it would sound? Explain.
I) How does the music affect the way you interpret the words?
J) Do you think the words are more effective with or without music? Why?
Now think of another superhero – Spiderman? Wonder Woman? The Flash? Batman? Green Lantern? Aquaman?
K) Draw a picture or write a paragraph, describing in detail, the superhero you are thinking of.
L) What powers make this hero "super?"
M) How are "superheroes" different than real heroes? What characteristics make someone a real hero?
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Hero Songs – Present Your Own



After studying Superman’s Song, plan to present a song or poem in groups of four:
1. First, you will need to choose a song or poem about a hero. Think about how you will read it to the class so its meaning is clear. If you are having trouble choosing, here are a few suggestions:
 
SONGS   POEMS
Metallica: Hero of the Day
B52’s: Hero Worship
Mariah Carey: Music Box Hero
Melanie Doane: "Goliath"
David Crosby & Phil Collins: Hero
Foo Fighters: My Hero

  "The Hero" by Siegfried Sassoon
"Facing Fate" by Helen Keller
"Laura Secord" by Raymond Souster
"Hero's Poem" by Sherlon R Martis
"In Flanders Fields" by John McCrae
"The Hero of the Drum" by George Bungay

2. Analyze your poem or song – you need to understand it before you can present it! Here are some questions you might want to consider:
 
  • Who is the hero? Describe him or her. Is more than one person a hero?
  • What made this person or group heroic?
  • Is this hero or group of heroes timeless?
  • Did the hero or heroes have any clear goals?
  • Is the poem or song set somewhere specific? If so, where?
3. Analyze your poem or song – you need to understand it before you can present it! Here are some questions you might want to consider:
 
4. Practice reading the song or poem; each group member must read part, even if it is just a line! Decide if you will each read a part, or if you will all read it together at the same time. Focus on the tone, volume, gestures and emphasis to use as you read.
 
5. When you are sure you are ready, record your version using a tape recorder. Redo as necessary! Discuss how your group worked together – be honest!
 
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