COURSE TITLE:
HEROES EVERY KID SHOULD MEET NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTORS:
ERIC LOW, M.A.
Ericlow11@hotmail.com
360/219-7986
60
60
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION
What defines a hero? Who defines a hero? Can anyone be a hero? Why do we study heroes? These are
some of the essential questions that every generation asks of its leaders, past and present, famous or
unsung, national or local. As a society we study heroes because they help to inspire us and guide our
development of values and behaviors through their example. It is important that all of us connect to
heroism. That connection is exactly what this course provides. This is an interactive, kid-friendly approach
to heroes that will motivate teachers and students of all ages to explore the lives of heroes and help them
to determine their own definition of a hero. This course will introduce a variety of heroes from all walks of
life such as George Washington, Jackie Robinson, Roy Rogers, Rosa Parks, John Glenn, Bill Cosby, and
others through anecdotes that highlight the hero’s qualities and life circumstances. Teachers and students
will explore the heroes through hands-on activities, websites, biographies, documentaries, films, and
artifacts in their quest to define the concept of hero. This course is open to all K-12 teachers of all subject
areas taught as heroes exist in every sector of our society. This course will provide literature, video,
websites and classroom resource ideas that will meet state standards for K-12 teachers.
LEARNING OUTCOMES
Upon completion of this course, participants will:
1. Have a broader knowledge of the different literature, film, and classroom resources that focus on
heroes.
2. Develop greater skill in using literature, videos and selected classroom resources for teaching
about the role of a hero.
3. Develop a comprehensive teaching unit on the theme of heroes.
4. Apply extended reading and research on heroes to lesson plans, if the credit option is chosen.
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participants their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS
You will need high-speed (DSL) Internet access in order to easily view online resources. Some
reading materials may be provided online as PDF documents, a format readable by computers with
Adobe Acrobat Reader. You may download a free copy of Acrobat Reader from our website, if needed.
You will need a DVD player and access to the films listed. A 3-month Netflix subscription is
optional and about $30. Your districts’ ESD, local video stores and libraries will have these films.
ADDITIONAL MATERIALS NEEDED:
You may need Online streaming/VHS or a DVD player to access the various films.
Your districts’ ESD, local video stores and libraries may have these films. Other video sources could
include Netflix, Amazon Prime, YouTube, Hulu, other.
REQUIRED TEXTBOOK (Select one of the following. These titles can be found on Amazon/Kindle,
EBay, Local Libraries, or ESDs. See bibliography for full annotations):
• 50 American Heroes Every Kid Should Meet by Dennis Denenberg and Lorraine Roscoe.
• Dare to Dream: 25 Extraordinary Lives by Sandra McLeod Humphrey
• They Stood Alone: 25 Men and Women who Made a Difference by Sandra McLeod Humphrey
• 100 People who Changed America by Russell Freedman
• 100 Women Who Shaped World History by Gail Rolka
• Tales of Famous Americans by Connie and Peter Roop and Charlie Powell
• 100 African-Americans Who Shaped American History by Chrisanne Beckner
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GETTING STARTED:
• After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions.
• Access each assignment listed here in the online course environment and enter your responses.
• Write your responses in a WORD document and then ‘copy/paste’ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED.’ The instructor
will be notified that you have finished all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS:
• You are not required to be present (i.e. online) specific days or times but will work at your own pace.
• All responses must be posted online. Large documents, files, photographs or PowerPoint
presentations may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Please write a 1-2 page response to the following questions and post your answers in the online response
box:
a) Why did you choose this course?
b) Please introduce yourself (i.e. teaching assignment, location, level, etc).
Assignment #2:
Please write a 1-3 page response to the following questions and post your answers in the online response
box:
a) What is your definition of a hero?
b) Make a list of 10 heroes that fit your definition. This list could include heroes that are personally
important to you, to your local community, your state and/or to the world.
c) Describe what makes each of these people a hero.
Assignment #3:
For this assignment we will be looking at the historical setting of some of the world's greatest heroes.
Refer to the Required Text selection and/or bibliography, and select one of the books to read
(another title, of your own choice, is acceptable with the instructorʼs prior approval). Most of these books
are available at local libraries or may be purchased from Amazon.com or another book dealer.
a) While reading the book you’ve chosen, create a list of 20 heroes from your reading and write a
one paragraph summary for each of these heroes. Include the following information for each hero:
• Location and era in which they lived.
• Social/historical conditions that influenced them.
• Actions or deeds that they chose that made them a hero.
b) Post this work in the online box. You could create this as a power point for usage in your
classroom teaching which could include images of these key people.
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Assignment #4:
For this assignment we will be looking at the historical setting of a hero of your choosing through
non-fiction literature. Since this course is open to all K-12 subjects and because there is an endless
possibility of candidates that might be a hero, you will need to select a non-fiction work of literature on
your own and have it approved by the instructor. I have listed several possibilities in the bibliography.
Most of these books can be found at local libraries or for purchase at Amazon.com or another book outlet.
Some of these books can be found on Google Books at http://books.google.com
a) While reading your selected book, create a timeline of key people, places, and events about your
selected hero and post this timeline in the online box. You could also create this as a power point
to use in your classroom and include images of key people and places.
b) In your own words, explain why you think this person is a hero and post your response in the
online box.
Assignment #5:
For this assignment we will be looking at the historical setting of eight heroes of your choosing through
film. Since this course is open to all K-12 subjects and because there is an endless possibility of
candidates that might be a hero, you will need to select eight films on your own and have them approved
by the instructor. I have listed several possibilities in the bibliography. The focus of these films should be
individual heroes and they may be in the form of a biography or documentary. When reviewing this list
you should be thinking about eight individuals that you believe you could incorporate into your teaching
(i.e. a science teacher might want to include a documentary about Isaac Newton, a history teacher might
include Rosa Parks, etc.). Many of these films are available on Netflix, Amazon Prime, Hulu, YouTube or
in local libraries or ESDs. Keep in mind that you will want to have use of a DVD player, online streaming
or even have VHS. Then once you have reviewed these sites and made your selections, in the online
response box indicate the eight selections you’ve chosen and the films you plan to use.
Assignment #6:
View the eight films you selected. After you’ve finished watching, write a one paragraph summary for
each of these heroes. In your one paragraph summary include the following:
a) Location and era they lived.
b) Social/historical conditions that the hero had to overcome to be successful (i.e. Jackie
Robinson overcoming the racial barrier in order to play professional baseball).
c) Why do people consider this person to be a hero?
d) How are they remembered today.
Post this work in the online box provided. You could also create this as a power point to use in your
classroom and include images of key people
Assignment #7:
Referring back to your list of eight films, in a 2-3-page review indicate 3-4 characteristics that each film
points out as successful moments in which the hero demonstrates heroism. Post this review to the
online response box.
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Assignment #8:
For this assignment you will be examining a number of websites that offer interactive material, power
point demonstrations and sample lesson plans that you can use in your teaching situation.
Spend some time reading and exploring all of the websites; they are listed in the bibliography
section of this document. Select five (5) of the websites and post a 3-4 page review to the online box.
Make sure your review includes all of the following:
• How information on the websites could be accessed directly by students to supplement a lesson
on this subject.
• How teachers could use the websites to gain additional material not on the videos or in the
literature.
• Specific elements which you found helpful and interesting.
• Your overall impression of the websites.
Assignment #9:
History often overlooks multiple perspectives on a significant event and and teach only the “traditional”
point of view. To give a fair and accurate portrayal of history, however, we must consider many points of
view on a given subject or topic. For this assignment you will be researching "different" points of view
about one of the heroes you have chosen to examine earlier in this course. As an example, read the
following "different" points of view on Christopher Columbus.
In order to open the following websites please copy and paste or retype each weblink to your URL
address locator at the top of your web browser. This will allow you to read these articles. If you
have questions then please email the instructor for further help.
Article #1:
http://www.rethinkingschools.org/publication/columbus/columbus_intro.shtml
Article #2:
http://opi.mt.gov/PDF/IndianEd/Search/Social%20Studies/HS%20Human%20Settlement%20Patterns.Pdf
a) After reading each article, summarize the basic argument in these articles emphasizing the
different point of view about Columbus. Post your response in the online box provided.
b) Select one of the heroes you have studied in the previous assignments and research a "different"
point of view about him or her that may not follow the "traditional" point of. Use a search engine
such as google.com or bing.com to help you research text that will provide you with a different
points of view about your chosen hero.
c) Summarize your findings about the "different" point of view about your selected hero in the online
box provided.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher who starts or needs
to complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #10:
In Assignments #2 through #9 you examined a variety of resources on heroes. From
this material develop a unit of 2-3 lessons about heroes in your teaching field that you can implement with
your students. Incorporate as many points of view as possible on the definition of hero in order to give
your students a complete perspective of this topic. Your unit should include:
• Description of lessons
• Expected student outcomes
• Activities
• Sequence of activities
• Method of assessment
• Follow-up learning
Describe any suggested texts or other reading students will do. You may also replace the above outline
with your school or districtʼs own lesson plan format, if there is one. You may include slide shows, art,
music, period costumes, etc information and post in the online box.
Assignment #11:
Execute the lesson from assignment #10 and provide a summary of the studentsʼ assessment of the
lesson. Include your post lesson thoughts on the presentation and student performance information and
post in the online box].
500 LEVEL ASSIGNMENT
Assignment #12:
(500 Level Only)
In addition to the 400 level assignments, complete one of the following:
Option A) Create an annotated bibliography creating a list of 10 books, 10 web resources/websites
and 10 videos which might include youtube or google that you could use and share with
colleagues. The list should include resources from a variety of different media. It should also include
literature that could be used in a classroom setting.
OR
Option B)
Interview another educator and ask him/her to define a "Hero." Talk to them regarding their perspective
and thoughts on their concept of a hero. To document completion of this assignment, include the
following:
• The date of the conversation
• The name and position of the person with whom you spoke
• Why you chose this person
• A 2-3 page summary highlighting key insights
OR
Option C)
Another assignment of your own choosing with the instructorʼs prior approval. Examples might be: a
slide show from the classroom resource web sites, a lesson in which the class selects a local community
hero to report, developing a fictional play on about a hero and his or her era, etc.
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #13:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisor Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Eric Low, M.A., has been a history teacher in the state of Washington since 1992. He has lived, taught,
and studied in Southwest Washington since 1994. Eric has a Masterʼs degree in history from
Eastern Washington University with an emphasis in Americaʼs West and has been an active researcher of
Washington State history for over 20 years. Eric currently teaches history at Winlock High School and
serves as a Lead Teacher for ESD 112s “Constitutional Connections” American History grant.
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HEROES EVERY KID SHOULD MEET
BIBLIOGRAPHY
REQUIRED TEXT: SELECT ONE OF THE BOOKS IN THIS SECTION TO READING FOR
ASSIGNMENT #3+
Beckner, Chrisanne. 100 African-Americans Who Shaped American History. ). ISBN-10: 0912517182.
Bluewood Books; 100 Series edition (November 1995.
Offers brief biographies of African American educators, entertainers, inventors, authors, athletes, and
others who have made important contributions to American life.
Denenberg, Dennis and Lorraine Roscoe. 50 American Heroes Every Kid Should Meet. ISBN-10:
0761395482. First Avenue Editions. (September 1, 2005).
A compilation of short biographies of men and women from different eras, professions, and ethnic
backgrounds. The alphabetically arranged, double-page entries include expected names, such as Mary
McLeod Bethune, Thomas Jefferson, and Harriet Tubman, as well as the less expected such as Martha
Graham, Yo-Yo Ma, and Cal Ripken, Jr. The author’s justify each hero they and there are black-andwhite pictures of each individual. The profiles are followed by a "Hero Hunt," 24 questions to encourage
children to use their computers or encyclopedias to uncover the identities of other American heroes
Freedman, Russell. 100 People who Changed America. ISBN-10: 0439709997.
Scholastic Press; 1 edition (2004).
People who changed America: business and law, inventors and innovators, leaders and social change,
music and arts, new frontiers, and sports.
Humphrey, Sandra. Dare to Dream: 25 Extraordinary Lives. Prometheus, ASIN: B00DWWGBP6.
2005 (January 2, 0005).
This text details 25 extraordinary lives in history by giving a brief overview of their contributions and
achievements.
Humphrey, Sandra. They Stood Alone: 25 Men and Women who Made a Difference. ISBN-10:
1616144858. Prometheus Books (November 22, 2011)..
Nicolaus Copernicus and Elizabeth Cady Stanton are just two of the 25 extraordinary men and women
whom you will have a chance to meet in this inspiring book that explores and celebrates people who had
the courage to follow their own convictions, even when everyone around them said they were wrong.
These were people of vision who saw life from a different perspective and were willing to question
conventional wisdom; their revolutionary breakthroughs changed and shaped the course of history.
Powell, Charlie and Peter Roop. Tales of Famous Americans. ISBN-10: 054505737X.
Scholastic Inc. (2007).
Famous Americans and their accomplishments are detailed
Rolka, Charlie. 100 Women Who Shaped World History. ISBN-10: 0439709997.
Scholastic Press; 1 edition (2004).
People who changed America: business and law, inventors and innovators, leaders and social change,
music and arts, new frontiers, and sports.
.
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NON-FICTION TEXT. SELECT ONE OF THE FOLLOWING BOOKS IN THIS SECTION FOR
ASSIGNMENT #4+ OR ANOTHER OF YOUR CHOICE.
Because there are a large number of people who might be considered to be heroic, you may need to
select a non-fiction work of literature on your own and have it approved by the instructor. I have listed
several possibilities, but you may select a text that is not on this list.
Collins, David R. Farmworker's Friend: The Story of Cesar Chavez. ISBN-10: 1575050315
Carolhoda Books, Inc., 1996.
Biographical account of Cesar Chavez and his labor movement. Examines the life and accomplishments
of the Mexican American labor activist who helped organize migrant farm workers and establish a union
to fight for their rights
Easwaran, Eknath. Gandhi, the Man: Story of His Transformation. ISBN-10: 0915132966The Blue Center
of Mediation: 1997..
Biographical account of Gandhi. Gandhi the Man tells how Gandhi remade himself from a shy, tonguetied, to a Mahatma whose life can serve as an inspiration for our own transformation
Frank, Anne. Anne Frank: The Diary of a Young Girl. ISBN-10: 9780553296983
New York, Washington Square Press, 1972.
The Diary of a Young Girl is a book based on the writings from a diary written by Anne Frank while she
was in hiding for two years with her family during the Nazi occupation of the Netherlands. The family was
apprehended in 1944 and Anne Frank ultimately died of typhus in the Bergen-Belsen concentration camp.
After the war, the diary was retrieved by Anne's father, Otto Frank.
Goldstein, Margaret. Jackie Joyner-Kersee: Superwoman. ISBN-10: 0822596539
Lerner Publications Company, 1994.
Biography of the great Olympic female athlete Jackie Joyner-Kersee.
King, Jr., Martin Luther. A Testament of Hope: The Essential Writings and Speeches of Martin Luther
King, Jr. . ISBN-10: 0060646918. HarperCollins: 1991.
Writings and speeches of MLK.
Marquez, Heron. Roberto Clemente: Baseball's Humanitarian Hero. . ISBN-10: 1575057670
Carolhoda Books, Inc., 2005.
Story of Roberto Clemente as baseball player for the Pirates and his humanitarian aid to Nicaragua.
McCullough, David. John Adams, ISBN-10: 0743223136. Simon & Schuster (January 29, 2008).
Adams,who David McCullough writes, was "not a man of the world" and not fond of politics – came to
greatness as the second president of the United States and one of the most distinguished of a generation
of revolutionary leaders.
Parks, Rosa with Jim Haskins. Rosa Parks: My Story. ISBN-10: 0141301201. New York: Dial, 1992..
"The only tired I was, was tired of giving in.” These are the simple yet eloquent words of Rosa Parks, who
on December 1, 1955, refused to give up her seat to a white man on a segregated bus, sparking the
Montgomery, Alabama, bus boycott. Written in her own moving language, this is her compelling story.
Schuman, Michael A. Bill Cosby: Actor and Comedian . ISBN-10: 0894905481.
Enslow Publishers, Inc., 1995.
Biography of Bill Cosby as actor, teacher, author, and humanitarian. Describes the life of Bill Cosby from
his childhood in Philadelphia through his successful career as a comedian.
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Smith, Jean Edward. FDR. ISBN-10: 0812970497. Random House; May 15, 2007.
IFranklin Delano Roosevelt, as president,his political ineptitude offended Congress and discouraged
supporters even before the 1929 crash. Afterward, he backed imaginative programs to stimulate the
economy but insisted that direct relief was socialistic and that local governments and charities were doing
fine.
Streissguth, Tom. John Glenn. ISBN-10: 0689833970. Lerner Publications Company, 2005..
Biographical story of John Glenn as astronaut and US Senator.
Vidal, Gore. Lincoln. . ISBN-10: 0375708766. Vintage; February 15, 2000
Lincoln is a mastepiece of historical fiction, in which Gore Vidal combines a comprehensive knowledge of
Civil War America with 20th-century literary technique, probing the minds and motives of the men
surrounding Abraham Lincoln, including his personal secretary John Hay, scheming cabinet members
William Seward and Salmon P. Chase, as well as his own wife, Mary Todd
Weidt, Maryann N. Fighting for Equal Rights: A story about Susan B. Anthony. ISBN -10: 1575056097.
Carolhoda Books, inc. 2004.
Biography of Susan B. Anthony's struggle for suffrage.
Weidt, Maryann N. Voice of Freedom: A Story about Frederick Douglass. ISBN-10: 1575054590.
Carolhoda Books, Inc., 2001.
Biography of the great abolitionist Frederick Douglass.
HEROES EVERY KID SHOULD MEET
FILM & WEB SITE RESOURCES
Web Sites to be reviewed for assignment #8: If these links do not work directly by clicking on
them, then please cut and paste the weblink to your web browser or retype the weblink to your
web browser.
“Abraham Lincoln.” Bio.com. A&E Networks Television, n.d. Web. 19 Sept. 2014.
http://www.biography.com/people/abraham-lincoln-9382540 - synopsis&awesm=~oIlf7m4LS3evXw
Abraham Lincoln biographical website includes video
"Always Wanted to Go Upstairs?" Thomas Jeffersons Monticello Blog RSS. N.p., n.d. Web. 19 Sept. 2014. http://www.monticello.org/
The Thomas Jefferson website and resources. Everything Jefferson.
"Collections." Smithsonian's National Air and Space Museum Home Page. N.p., n.d. Web. 19 Sept. 2014. http://airandspace.si.edu/
This is the National Air and Space Museum. John Glenn and others are featured.
"Continuing the Mission of Freedom." National Underground Railroad Freedom Center. N.p., n.d. Web. 19 Sept. 2014. http://freedomcenter.org/
The Freedom Center featuring Harriet Tubman. Lessons and activities
"Discovering Lewis & Clark : Home." Discovering Lewis and Clark RSS. N.p., n.d. Web. 19 Sept. 2014. http://lewis-clark.org/
Lewis and Clark and Sacagawea are featured. Activities
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"Edison Birthplace Museum." Edison Birthplace Museum. N.p., n.d. Web. 19 Sept. 2014. http://tomedison.org/
This website is about Thomas Edison
"First Lady Michelle Obama." The White House. The White House, n.d. Web. 19 Sept. 2014. http://www.whitehouse.gov/administration/first-lady-michelle-obama
The First Lady website.
"Happy Trails Foundation." Happy Trails Foundation. N.p., n.d. Web. 19 Sept. 2014. "Happy Trails Foundation." Happy Trails Foundation. N.p., n.d. Web. 19 Sept. 2014. http://happytrails.org/
Roy and Dale Evans website. History and activities
Heroes 4 Us 50 American Heroes Every Kid Should Meet. N.p., n.d. Web. 19 Sept. 2014. http://www.heroes4us.com/.
This website is a supplement to the text "50 American Heroes Every Kid Should Meet." It provides
biographies and lesson plans.
"Home Page | National Museum of the American Indian." Home Page | National Museum of the American Indian. N.p., n.d. Web. 19 Sept. 2014. http://nmai.si.edu/
National Museum of the American Indian website. Features many Native Americans and teacher
resources.
"Our History." American Red Cross. N.p., n.d. Web. 19 Sept. 2014. http://www.redcross.org/about-us/history
This website focuses on the history of Clara Barton and the Red Cross
"Salk Institute for Biological Studies." Salk Institute for Biological Studies. N.p., n.d. Web. 19 Sept. 2014. http://www.salk.edu/
History of Jonas Salk
"Showcasing Great Women... -­‐ National Womens Hall of Fame."Showcasing Great Women... -­‐ National Womens Hall of Fame. N.p., n.d. Web. 19 Sept. 2014. http://www.greatwomen.org/
This website features biographical information about great women of the last 200 years including many
modern individuals and their accomplishments.
"The Carter Center – Waging Peace. Fighting Disease." The Carter Center. N.p., n.d. Web. 19 Sept. 2014. http://www.cartercenter.org/index.html
This website focuses on Jimmy Carter and his role as president and humanitarian
"The Franklin Institute." The Franklin Institute. N.p., n.d. Web. 19 Sept. 2014. https://www.fi.edu/
This website is the Ben Franklin Institute. It provides biographical information and information about
teacher activities around Franklin.
"The Martin Luther King Jr. Center for Nonviolent Social Change." The Martin Luther King Jr. Center for Nonviolent Social Change. N.p., n.d. Web. 19 Sept. 2014. http://thekingcenter.org/
Martin Luther King Jr. website. History and activities
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United States. National Park Service. "Wright Brothers National Memorial (U.S. National Park Service)." National Parks Service. U.S. Department of the Interior, 10 Sept. 2014. Web. 19 Sept. 2014.
http://www.nps.gov/wrbr/index.htm
Wilbur and Orville Wright biographies.
"Women in the Progressive Era." Women in the Progressive Era. N.p., n.d. Web. 19 Sept. 2014. https://www.nwhm.org/online-exhibits/progressiveera/hullhouse.html
This website provides excellent resources on women in the progressive movement. The focus is on the
Hull House and Jane Addams.
FILM RESOURCES
SELECT EIGHT OF THE FOLLOWING FILMS IN THIS SECTION FOR ASSIGNMENT #5+.
NOTE: . Because there are a large number of people who might be considered to be heroic, you may
need to select eight films on your own and have them approved by the instructor. I have listed several
possibilities, but you may select films that are not included on this list.
Ali. Dir. Michael Mann. Perf. Will Smith. 2001. DVD.
This film tells the story of Muhammah Ali.
Bill Cosby: Far From Finished. Perf. Bill Cosby. Comedy Central, 2013. DVD. Marking the comedy legend's first televised concert in 30 years, this special was filmed live in Reno,
Nevada and celebrates Bill Cosby's universally appealing storytelling style as he shares his hilarious new
observations on life and family
Bonnie and Clyde. Dir. Arthur Penn Perf. Warren Beatty. Warner Bros.-­‐Seven Arts, 1967. DVD.
This is the story of the infamous Bonnie and Clyde that stole from the rich and gave to the poor during the
Great Depression.
Cesar Chavez: Herencia De Un Heroe. 1993. DVD. During the 1960s and '70s, Cesar Chavez served as an inspirational leader to tens of thousands of
migrant farm workers trying to improve their rights. This biopic recounts Chavez's efforts as the head of
the United Farm Workers labor union.
Christopher Columbus: Explorer of the New World. A&E Networks, 1996. DVD.
This biography reveals the life of famed Italian explorer Christopher Columbus, who set out to find a new
route to Asia and discovered the New World instead. Through rare art and artifacts, period accounts and
interviews with historians, the program chronicles Columbus's struggles and triumphs from persuading
Spain's royals to fund his explorations to his thrilling discovery of the New World and the controversy
surrounding his place in history
The Diary of Anne Frank. Perf. Millie Perkins. Twentieth Century Fox Film Corp., 1959. DVD.
This is the infamous story of Anne Frank according to her journal. The story depicts Anne's survival during
WWII.
FDR and World War II. The Corporation, 1980. DVD.
This documentary profiles America's 32nd president Franklin Delano Roosevelt. It provides a well round
story of his life as president before and during WWII.
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Gandhi. Dir. Richard Attenborough. By John Briley and Ravi Shankar. Perf. Ben Kingsley, Candice Bergen, Edward Fox, John Gielgud, Trevor Howard, John Mills, Martin Sheen, and Rohini Hattangady. Columbia-­‐
E.M.I.-­‐Warner Distributors, 1982. DVD. This biopic about Mahatma Gandhi, the diminutive lawyer who stood up
against British rule in India and became an international symbol of nonviolence and understanding.
George Washington Founding Father. A & E Home Video, 1999. DVD. This film is a look at the American hero who became America's first president.
John Adams. Dir Tom Hooper. Per Paul Giamatti. HBO Studios, 2008. DVD.
This miniseries is about the Founding Father, John Adams, and his work to help develop America's
beginnings.
Jonas Salk. KPBS, 1971. DVD This documentary shows the life and work of Jonas Salk as he creates a vaccine for polio.
Malcolm X. Dir. Spike Lee. Prod. Spike Lee. By Spike Lee and Arnold Perl. Perf. Denzel Washington, Angela Bassett, Albert Hall, and Al Freeman. Warner Bros., 1992. DVD. Spike Lee's Oscar-nominated drama shows the life of black nationalist Malcolm X following him from his
early days in prison to his conversion to Islam.
Martin Luther King, Jr. a Man of Peace. Reinald Werrenrath, 1968. DVD.
This documentary shows the life of Dr. Martin Luther King, Jr.
Mighty Times: The Legacy of Rosa Parks. 2002. DVD. This is the story of Rosa Parks and her impact on the Civil Rights movement.
Milton Hershey: Chocolate King. A&E Networks, 1996. DVD This documentary depicts the life of who by the age of 18 would start to build his Hershey Chocolate
Company into a bustling enterprise for himself and his workers.
Roy Rogers: King of the Cowboys. 1992. DVD. This documentary shows the life and times of Roy Rogers; from his early days as a guitar player to becoming one of the most iconic actors in Western films.
Schindler's List. Dir. Steven Spielberg. Prod. Steven Spielberg. By Steven Zaillian. Perf. Liam Neeson, Ben Kingsley, and Ralph Fiennes. Universal Pictures, 1993. DVD. This is the story of Oskar Schindler and his attempts to save many Jews during WWII. Sir Isaac Newton: The Gravity of Genius. A&E Networks, 1996. DVD. This documentary examines the discoveries and life of Isaac Newton. Leading scientists trace the impact
of Newton's discoveries as well as his ever-present self-doubt
The Babe. Dir. Arthur Hiller. John Goodman. Universal Pictures, 1992. DVD.
This movie chronicles the life of Babe Ruth.
The Jackie Robinson Story. Perf. Jackie Robinson. Hearst, 1950. DVD.
This 1950 biographical movie tackles the racial issues that elevated and threatened Jackie Robinson, the
first baseball player to break the color barrier
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The Pride of the Yankees. Perf. Gary Cooper. Samuel Goldwyn Home Entertainment, 1942. DVD.
This is one of the greatest American stories about one of the greatest American heroes: baseball
phenomenon Lou Gehrig.
Wilbur and Orville: Dreams of Flying. A&E Networks, 1998. DVD. This is the story of the Wright brothers and their successes and failures in developing the first airplane.
Educational Service District
Many ESDs have Age of Exploration videos available for use at your school. Check selections.
Local Library Systems
Many local library systems have Age of Exploration videos available for use at your school.
Netflix
http://www.NetFlix.com/
Netflix is an online DVD site where you can order many commercial and documentary movies, which are
mailed to you. A monthly subscription costs about $10, and you receive one DVD at a time. Once you
have seen it, return the DVD and you are supplied a second choice. Netflix, has a documentary section
and all the films listed below are available from Netflix. If you work quickly, you can view all the movies
easily in two months or less.
Amazon Prime - Monthly subscription of online streaming.
Hulu - Monthly subscription of online streaming.
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HEROES EVERY KID SHOULD MEET
LESSON PLAN TEMPLATE
Grade Level: ____________
Subject: __________________________________________________________________________
Theme/Topic: _____________________________________________________________________
Student Outcomes: (with connection to State standards)
Required Materials and Equipment:
Agenda:
(The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks, surprises
(pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so students can
manage their time with you.)
Warm Up:
(A 1-2 sentence task, written or drawn on the board, to be completed alone or in groups prior to
the beginning of the lesson. At the elementary level it would be used for classroom transitions, and in
grades 7-12 to define one content area from another. The warm-up is designed to access learning from
the previous lesson and settle students into the flow for the present lesson on hand.)
Anticipatory Set:
(Attention Getter to kindle student interest)
Direct Instruction (10-20 mins):
(Input, Modeling/demo, giving directions, check for understanding)
Guided Practice (x mins):
(Under teacherʼs direct supervision, students individually apply or practice what they have just learned
and receive immediate feedback)
Closure (x mins):
(Actions designed to cue in students that they have arrived at an important point in the lesson or at the
end of the lesson; often closure consists of review and clarifying key points)
Independent Practice:
(Student directed, may be incorporated before closure or as outside assignment. The aim is repetition in
enough different contexts so that the learning may be applied to any relevant situation, not only the
context in which it was originally learned.)
Assessment and Follow-Up:
(Self-reflection, collaborative rubric, other rubric, anecdotal evidence, teacher created quiz/test etc., peer
review, standardized test, exhibition, portfolio piece(s))
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