What is a Hero? A Performance Task
Objective: During the last five texts, we have focused on several classic examples of the heroic
text. This task will ask you to synthesize your sentiments about our guiding question for this unit—
what is a hero?—and to defend that synthesis.
Directions:
The Oxford English Dictionary is the “accepted authority on the evolution of the English language
over the last millennium”. Not only does this academic publication provide a word’s meaning and
pronunciation like a standard dictionary, it also provides the word’s history by tracing its usage in
the English language over the last several centuries. By following its etymology, this dictionary
serves as a record of a word’s use in the English language.
Each quarter, the OED updates its entries. Because you and your classmates are the foremost
scholars in the field of heroic literary studies after having read and discussed such archetypal
heroic texts as Beowulf, Oedipus Rex, and Canterbury Tales, the OED has asked you to create the
entry for the word “hero” in its upcoming publication.
The first step in revising an entry is to find the word in context from texts published all over the
English speaking world. For our purposes, you will first need to define this word. You may have as
few as 1 definition or as many as 4. You may also create sub-definition(s) if you wish under those
definitions like the example entry I have provided. No matter how many definition(s) you provide,
you need to show underneath it/ them how one/ each apply/ applies to Beowulf, Oedipus Rex, and
Canterbury Tales. You will also use our class discussion of modern heroes as evidence of the word’s
usage in a 2007 context (see attached). Because the actual word “hero” is not mentioned explicitly
in these “texts”, your in context examples will be simply be passages that you feel really encompass
how this text fits with the definition given. In the case of our modern-day hero conversation, your
in-context example will be a synthesis of the most important parts of that conversation of most
important characteristics from the list our class created.
In addition to your entry, please provide a reflection that explains…
1. Why you chose the in-context examples you chose AND
2. Why you placed them under the definitions you placed them underneath.
Please consult the attached example of the word “colonel” to acquaint yourself with the format of
OED entries. You may also consult Arapahoe High School’s subscription services page under Oxford
English Dictionary. (If accessing this page from outside of school, the username is “arapahoehs”
and the password is “arapahoe”.) You may also use http://www.oed.com/ to learn more about this
publication.
Rubric: Analysis and Application
Excellent
Good
 Entry definition(s)
 Although the author
and, possibly, subincludes
definitions show the
definition(s), he or
author’s ability to
she seemed to have a
take a large concept
difficult time
such as “heroism”
synthesizing his/ her
Total:
Fair
 Although the author
includes
definition(s), the
definition(s)
provided did not
seem applicable to
/ 50
Poor
 Although the author
includes
definition(s), the
definition(s)
provided were
unclear and did not
and synthesize it
into one or several
statement(s) or
short paragraph(s)
(3-4 sentences max).
 Underneath
definition(s), student
chose one quotation
from each text
(Oedipus, Beowulf,
Canterbury, and
modern)that shows
what the word “hero”
means in the context
of that publication.
 To demonstrate the
evolution of this
archetype, student
has included the year
of the text’s
publication.
 In the reflection,
author provides
logical, thorough
defense of
placement of each
text (Oedipus,
Beowulf, Canterbury,
Hamlet and modern)
under the
definition(s) under
which they are
placed and also of
the quotes chosen to
represent these
texts. Through this
reflection, placement
and chosen quotes
are also obvious to
the dictionary’s
reader.
ideas into only a few
sentences or
statements.
 Student may have
chosen more than
one quotation from
each text rather
than synthesizing
her sentiment to one
quote.
 Student may have
failed to include the
year of original
publication on some
of the texts.
 In the reflection,
author provides
defense of
placement of each
text (Oedipus,
Beowulf, Canterbury,
Hamlet and modern)
under the
definition(s) under
which they are
placed and also of
the quotes chosen to
represent these
texts. Although
reflection addresses
both components,
placement and
chosen quotes may
not be thoroughly
defended and/ or
may not seem logical
to the reader.
the texts they are
applied to.
 Student may have
chosen quote(s) that
don’t seem to
synthesize the
entire concept of
heroism as
presented in the
text.
 Student may have
failed to include the
year of original
publication on
several of the texts.
 In the reflection,
author may have
neglected to mention
both placement and
chosen quotes for all
four texts. Because
of this, placement
and chosen quotes
may not seem logical
or defensible to the
reader.
seem applicable to
the texts they are
applied to.
 Student did not
choose quote(s) for
the four contexts
assigned.
 Student did not
include the year of
publication for the
texts.
 In the reflection,
author may have
neglected to mention
both placement and
chosen quotes for
several of the four
texts. Because of
this, placement and
chosen quotes may
not seem logical or
defensible to the
reader.
Colonel, n.
1. The superior officer of a regiment, whether of infantry or cavalry. He ranks above the
Lieutenant Colonel, on whom, in the British army (except in the Artillery and Engineers), the
command of the regiment generally devolves, and below the general officer, who is attached to
no one regiment. The title is often honorary, and conferred upon distinguished officers or princes
of royal blood.
1548-83 [see above]. 1598 BARRET Theor. Warres IV. i. 116 In the time of..Henrie the
eight..those were intituled Colonels, or as some will, Coronels, which the Spaniardes do call
Maesters de Campo. 1608 CAPT. SMITH (title), A true relation of such occurrences..as hath
hapned in Virginia..written by Captain Smith, Coronell of the said Collony. 1632 MASSINGER
Maid of Honour III. i, Desert may make a serjeant to a colonel. 1745 Observ. conc. Navy 44
Colonels of Regiments of Foot had an annual Income never less than twelve hundred Pounds.
1814 WELLINGTON in Gurw. Disp. XII. 46 The regiment to be commanded by a Colonel and
each of the Battalions by a Lieutenant Colonel or Major. 1844 H. H. WILSON Brit. India III. 77
Colonel Smith applied for a reinforcement. 1881 J. GRANT Cameronians I. i. 5 Sir Piers..had
been appointed..full colonel of the old regiment.
b. Used to render various ancient military titles, as
, tribunus, magister equitum, etc.
1555 Fardle Facions II. x. 211 The grande Coronelle that had charge ouer ten thousande. 1598
R. GRENEWEY Tacitus' Ann. I. x. (1622) 19 C. Cetronius, Colonel of the first legion. 1600
HOLLAND Livy IV. xviii. 151 The Coronell of the Cavallerie [magister equitum], with his cornets
of horse. 1623 BINGHAM Xenophon 126 Next day he sent for the Coronels and Captaines of the
Armie. 1685 BAXTER Paraphr. N.T. Acts xxiv. 22 When I have spoke with Colonel Lysias of
the Tumults, I will judge the cause.
c. An officer in the U.S. Air Force or Marine Corps, ranking next below a brigadier general.
(See also quot. 1802.)
[1802 Amer. State Papers. Miscell. (1834) I. 318 Marine Corps... Lieutenant Colonel
Commandant,..Captains,..First Lieutenants.] 1834 Amer. State Papers. Naval Affairs (1861) IV.
609/1 Report of the Secretary of the Navy..Colonel commandant..pay per month $75.00. 1917
Air Service Jrnl. 12 July 12/1 Officers with rank not above colonel shall be appointed and
commissioned by the President alone. 1957 Encycl. Brit. XVI. 722/2 In the U.S..., the titles for
field officers became identical for both the air and ground force officers. The British equivalents
were group captain for colonel, [etc.]. 1982 THOMAS & JABLONSKI Doolittle xiii. 169 ‘I won't
sign your clearance, Colonel!’ he shouted as Doolittle started the engines..and took off.
2. Angling. A kind of artificial salmon-fly.
1867 F. FRANCIS Angling x. (1880) 342 There are two uniforms which the Colonel rejoices in.
3. attrib. and in Comb., as colonel-commandant; colonel-ensign, the colours of a colonel or
his regiment, also the bearer of these colours; colonel-general, an officer placed at the head of
all the troops of one army.
1577-87 HOLINSHED Scot. Chron. (1806) II. 255 A gentleman which bare the said monsieur de
la Chapelle his *coronell ensigne. 1670 COTTON Espernon II. v. 228 Lieutenants, Ensigns,
Colonel-Ensigns [1587 FLEMING Contn. Holinshed III. 1993 2 Piero Strozzi, coronelle of three
ensigns of Italians].
1595 T. MAYNARDE Drake's Voy. (Hakluyt Soc.) 6 Sir Thomas Baskerville, our *coronellgenerall was of theyr counsayle. 1628 R. MARKHAM (title), Description of..Sir John Burgh,
Colonell Generall of his Majesties Armie. 1701 Lond. Gaz. No. 3700/3 Colonel-General of the
Swiss. 1827 SOUTHEY Hist. Penins. War II. 204 The colonel-commandant of the French. 1884
BUSCH in Harper's Mag. May 855/2 He..was..made colonel-general, with the rank of fieldmarshal.