Activity 1: Creating your Superhero
Courses: Literature, Writing, Mythology or Folklore, American Studies,
ESOL, Anthropology
This activity involves a Superhero generator.
Part One: Use the attached generator to create the character that you then take on the journey on
the website
Materials: Internet connected computer, printer
Time: 1 hour
Part Two: In-Class Discussion Activity. Have students discuss the following as a large group,
or in small groups:
How did you get your Power?
How did you learn to use your weapon?
Where did you meet your arch-rival?
What are the villain’s goals?
Does your hero have any weaknesses?
Materials: Printed materials from Part One.
Time: 1 hour
Part Three: Use Campbell’s steps in the life of the hero to write about your hero’s life. Choose
one chapter from each column. Length of paper can vary to suit the class and can be in shortstory or reaction journal format.
NOTE: For a psychology, personal health and well-being, diversity, or Student development
course, the focus of the super hero could be “Who would you create to help you face the issues
you are dealing with in your life?” Students in a counseling or social work class could likewise
imagine the issues their future clients may need to deal with, and use the hero-generator to
explore “helper” figures that might help those clients safely face serious life issues.
A. Departure
1.The Call to Adventure
2.Refusal of the Call
3.Supernatural Aid
4.The Crossing of the First
Threshold
5.The Belly of the Whale
B. Initiation
1.The Road of Trials
2.The Meeting with the Goddess
3.Woman as the Temptress
4.Atonement with the Father
5.Apotheosis
6.The Ultimate Boon
C. Return
1.Refusal of the Return
2.The Magic Flight
3.Rescue from Without
4.The Crossing of the Return
Threshold
5.Master of the Two Worlds
6.Freedom to Live
An explanation of these steps can be found at www.mcli.dist.maricopa.edu/smc/jouney/ref/summary.html
Create your own Superhero!!!
You are…..
Choose one
$6 million
The
acrobatic
amazing
amphibious
artistic
astonishing
astounding
awesome
battling
bewildering
bizarre
brave
charismatic
charming
chivalrous
courageous
dazzling
electrifying
fantastic
fearless
grim 'n' gritty
groovilicious
holy
incredible
invincible
invulnerable
iridescent
irresistible
kewl
lucky
magnificent
majestic
marvelous
winsome
wonderful
wondrous
Choose One
Admiral
Alien
Alpha
Android
Animal
Ant
AquaArmadillo
AstroAtomic
Bionic
Brother
Caped
Captain
Colossal
Commander
Commodore
Dark
Duke
Fighting
General
Ghost
Lieutenant
Major
Mammoth
Masked
MegaNuclear
Prince
Princess
Professor
Robot
TurboUltra
Valiant
Warrior
With
Your
special
Choose One
Abnormal brain
Ancient lore
Biotechnology
Chemical
Cybernetics
Demonic
Divine intervention
Electrocution
Evolved artificially
Extra-dimensional
Extra-terrestrial
Gadgets
Genetic engineering
Home study course
Magic
Mathematics
Meditation
Mutant
Mystic
Mythological god(ess)
Paranormal
Psychic
Solar
Spinach
Spiritual
Super-goobers
Supernatural
Symbiosis
Undead
Unexplained
Unknown
Vampirism
Willpower
and you
are a
master
with your
Choose One
Arrows
Axe
BBs
Battleaxe
Blaster
Bombs
Boomerang
Bow
Bullets
Club
Crossbow
Darts
Derringer
Discs
Flail
Flute
Foam
Folding Chair
Fork
Garrote
Gel
Grenades
Gun
Hammer
Hatchet
Hook
Katana
Machine Gun
Nunchucks
Pitchfork
Scissors
Spatula
Spoon
Throwing Stars
Trident
Whip
Your
enemy is
the
dreaded
evil
Super-
Chose One
Android
Avalanche
Barbarian
Chameleon
Claw
Creeper
Crustacean
Cyborg
Death
Demon
Devil
Dinosaur
Disaster
Doomsday
Dragon
Droid
Eye
Eyeball
Fang
Felon
Finger
Genie
Ghost
Golem
Inferno
Intruder
Maximus
Shadow
Slayer
Tarantula
Vampire
Werewolf
Whatsit
Wizard
Wraith
Zombie
Project Synergy - Learning Object Screening Checklist
Activity 2: Oral Presentation
Courses: Literature, Writing, Mythology or Folklore, American or
Cultural Studies, Anthropology, History.
The following ELO is based on material related to the hero mythical structure popularized by the
works of writer Joseph Campbell. This ELO involves the application of classical hero in literature
to actual history, or popular historical beliefs. The ELO uses the following website as a reference
point:
http://www.mcli.dist.maricopa.edu/smc/journey/: The Hero’s Journey
This ELO emphasizes key skills and themes of the liberal arts, as follows:
critical thinking, communication, and the appreciation of literature, fine arts and philosophy.

The goal of this assignment is for students to develop a 7-10 -minute oral presentation
related to the Hero’s Journey.

Students should use resources on the above site to develop a presentation relevant to history
by applying the mythical hero structure to a popular individual or concept in history.

Use of the mythical hero structure can be modified according to specific examples chosen.
Students are free to use parts or a partial definition of the structure to develop their
presentations. Students should feel free to utilize a generalized and conceptual working
definition of the hero myth to complete this project.
Examples of presentation topics:
-
George Washington, the classical hero
Cleopatra as a feminist heroine
the hero myth, popular history and the truth
using the historical hero to learn history
the anti-hero in history
there are no heroes in history
The presentation should make use of examples to support a broad thesis or perspective. For
example, a thesis statement put forth and defended in the presentation could look something like
this:
“George Washington has all the qualities of a classical hero in the American historical mind.”
Presentation subjects should stem from the subject matter of the course where applicable, such as
US History I, or World History II.
Students should build a presentation to convince the instructor and classmates that the thesis
statement is accurate. The presentation should be:
persuasive in tone, and should follow these basic guidelines:
- the presentation’s goal should be very clear – define thesis first
Project Synergy - Learning Object Screening Checklist
-
the presentation should have a well-organized structure, including a clear beginning
and ending
the presentation should include visual components should be brief and easily
absorbed by audience members (slides, handouts, video, web, etc.)
the presentation should include time for questions and discussion
These guidelines are adapted from the following site on conducting good oral presentations:
http://www.ag.iastate.edu/grants/strategies/oralpres.html
The student audience will evaluate the presentation using forms with the following guidelines:
-
clarity of thesis (3 points maximum)
organization (5 point maximum)
visual material (3 points maximum)
strength of argument (10 points maximum)
Instructors can determine student grades based on an average total of scores turned in by student
audience members or other methods of individual choice.
Activity 3: The Cult of Personality Simulation
Courses: History, Rhetoric, Speech, Political Science, Ethics.
This Learning Activity consists of a simulation that enables students to create history (and historical
bias) in-class.
Learning Objectives: Upon successful completion of this assignment, students should be able to
demonstrate, through an oral presentation, traditional paper, or poster, an understanding of historical
bias and he need to be skeptical of primary sources. They should also be able to demonstrate an
understanding of the way propaganda is shaped from and appeals to human universals.
Divide the class into an even numbers of teams. Give each pair of teams a historical figure for
whom significant records/propaganda/cult of personality exists. The teams should be given primary
sources describing the nature, character, and activities of each individual [or they should be directed
to find them ]
Copyright-free primary sources for a great number of historical figures can be found at the
Internet Sourcebook:
For each pair of teams, one team is given the goal of using the outlines of Campbell’s hero myth to
create a “spin” on the person’s life that makes him a hero. The other team is given the task of
creating a “spin” that makes the person a villain, someone who fails to meet the criteria of the hero.
Each student within the group can be assigned one of Campbell’s chapters to apply to the primary
sources. They will then share their results with their group orally. The group will then be
responsible for creating a set of propagandistic documents that reflect their view point. Suggested
documents include hagiographies, sermons, catechisms, poems, posters, portraits, descriptions of
rallies or parades, speeches, and songs, PowerPoint presentations. The number and length of the
documents should reflect the group size, but should be approximately 600-900 words per student.
Project Synergy - Learning Object Screening Checklist
Suggested Historical figures: Julius or Augustus Caesar, Constantine, Charlemagne, Thomas a
Becket, Henry VIII, Louis XIV, George Washington, Thomas Jefferson, Napoleon, Otto von
Bismarck, Joseph Stalin, Benito Mussolini, Franklin Delano Roosevelt, John F. Kennedy Yassir
Arafat…
Creative Essay Grading Rubric
Content (_______% of Grade)
Addresses Entire Assignment.
One or more aspect not addressed.
Creative statements are well researched
and supported by facts. Excellent level of
detail
Excellent historical context, detailed
understanding of causal circumstances.
Excellent use of relevant materials.
(primary sources, book, tutorial, lecture).
Substantial depth of description and
synthesis
Form, structure (________% of Grade)
Creative statements are adequately
researched, some statements not
supported. Adequate detail
Adequate historical context, general
understanding of causal circumstances.
Adequate use of relevant materials
(primary sources, book, tutorial, lecture).
Adequate depth of description and
synthesis
Effective communication of setting and
character.
Paragraphs solid and organized, with
clear narrative
Adequate communication of setting and
character.
Paragraphs generally solid but may
contain extraneous material or confused
narrative
Incorrect Citations (if needed)
Weak or absent communication of setting
and character.
Disorganized paragraphs, little or no
internal unity, unclear sense of narrative.
Few grammar and/or three or less
spelling errors.
Repeated significant grammar problems,
many spelling errors (rewrite).
Correct citations (if needed)
Correct grammar, no spelling mistakes.
Multiple aspects not addressed,
assignment no understood.
Little or no research evident, creative
statements unfounded, generic
statements, little or no specific detail.
Poor or no sense of historical context and
causal circumstances.
Little use or inappropriate use of relevant
materials.
Lack of description and synthesis
No citations, possible plagiarism