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My Hero In History Essay Structure

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MY HERO Lesson Plan: How Should We Choose Our Heroes?

The MY HERO Forum essay entitled, "How Should We Choose Our Heroes?" provides a springboard for discussion about who our heroes are and why they are our heroes.

Students will learn to identify heroic characteristics and, in the process, discover their own values and what it means to be a hero.

Activities and Procedures:

1. Read the following essay together as a class:

How Should We Choose Our Heroes?

We human beings are entrusted with a very special place in creation; a place that calls us to embrace and live by certain values including kindness, generosity, forgiveness, joy and peace. Heroes help us define, develop and live by those values.

The ancient Greeks said, "Tell me who you admire and I'll tell you who you are." According to this logic, choosing heroes is important because who you choose often determines the character of a person and a people. The greatest conquerors in history understood this truth. Replace the Czar and icons of the Russian Orthodox Church with Lenin and you have Soviet Union. To deprive people of a hero or the opportunity to choose one is the ultimate form of conquest.

We are in need of heroes more than ever. Collectively and individually we continue to be a people in search of sages; anxious and eager to find people worthy of our love and loyalty.

What kind of heroes should we embrace?

Embracing the wrong kind of hero has the potential of fracturing the sacred bonds of society. In the absence of positive heroes, a society will choose others as it did in Nazi Germany and Serbia. Choosing the wrong kind of heroes sets in motion a negative energy more powerful than nuclear fission. It can split the nucleus of the human family and set off a veritable chain reaction of sexism, racism, hate, violence, greed, jealousy, resentment and corruption.

In today's culture we have substituted celebrities for heroes; celebrities from whom we expect little and sometimes get less. So anxious are we as a culture to find someone in whom we can place our love and loyalty that we choose from the riotous parade of the newly famous and already nearly forgotten. And when we lose them, nothing is really lost for their successors have already claimed the next fifteen minutes of fame. Celebrities attract our curiosity while real heroes send us to the source of their vision and dreams. We often look at celebrities to find out what our values should be and when we do, we discover we haven't looked high enough.

What is a hero?

Real heroes strive for the imperishable trophies. Their rules and goals are different. They live and work in the world, but they embrace the eternal values of love, joy, peace, patience, kindness, goodness, faithfulness, humility, and self-control. While fame, fortune, and power may come their way, attaining them is not their goal. Heroes who deserve biography, autobiography or memoir are people who may attract attention, but direct that attention beyond themselves to something greater. They help us aspire and live up to the values they embrace in their daily lives.

Where can we find heroes?

Heroes can be found in the daily stuff of life, from parents to teachers, from counselors to that unexpected angel who helps you change a tire during a dark and rainy night. They can also be found in our religious and historical traditions, and among the unsung activists and brave politicians who have taken a stand against the status quo. As one historian wrote, "No great man lives in vain. The history of the world is but the biography of great men." Real heroes take us one step closer to fulfilling our human potential. What we need is an international organization that identifies, spotlights and promotes heroes from around the world who personify values that strengthen the fabric of the global village in which we live.

Divide students into small groups to discuss the questions posed in the essay. Regroup as a class to exchange ideas.

Have students share their reflections and comments in the MY HERO Forum.

  1. Creativity and Innovation. Students can be encouraged to identify interesting heroes and produce creative stories, short films, and artwork to honor them that can then be shared through the MY HERO website.
  2. Communication and Collaboration. Since MY HERO includes participants and an audience from around the world, students embark on the path of creating clear and compelling content when they create their work for publication. Teachers have commented on student awareness of the impact of their work and the widespread reactions they receive.
  3. Critical Thinking, Problem Solving, and Decision Making. Students employ online and offline critical thinking, problem-solving and decision-making tools as they evaluate their research and decide on heroes to feature in their stories, artwork, or short film.
  4. Digital Citizenship. As responsible global citizens, students consider heroic attributes that contribute positively to our world, and choose stories of heroism to share through their contributions to the MY HERO website.
  5. Technology Operations and Concepts. Students consider, identify, and employ a range of software and hardware as they develop their MY HERO artwork, short film, or story.
    By evaluating the level of understanding and competency students already have with regard to the use of technology tools, teachers can provide them with next steps and deeper challenges to encourage their mastery of NETS through MY HERO projects.
  1. Technology operations and concepts. As teachers develop their lessons for students to develop stories, artwork, or short films for the MY HERO project, they practice what they will be asking their students to do, thus demonstrating and improving their own technology expertise.
  2. Planning and designing learning environments and experiences. For over ten years, the MY HERO Project has collected student and adult stories focused on heroes in a variety of categories. Through an online tool, eCreate, teachers can build a page of hero stories on a particular curricular theme or interdisciplinary topics, or a page of their own students’ work and make them available to students. The opportunities for creating rich learning situations for students abound.
  3. Teaching, learning, and the curriculum. Including MY HERO content in lessons and challenging students to research and write hero stories for inclusion on the site constitute fine examples of using technology in a meaningful way to maximize student learning.
  4. Assessment and evaluation. To evaluate student work, teachers may require students to word process their stories, email them to the teacher, edit their work electronically, and upload their stories to the MY HERO site. Teachers can assess through observation, note taking on a laptop, or applying a rubric to online submissions.
  5. Productivity and professional practice. As teachers share their MY HERO assignments with their colleagues via email, listservs, or forums, they can refine and improve the assignments they give their students.
  6. Social, ethical, legal, and human issues. By allowing all students to explore the MY HERO project website and contribute stories, teachers address issues of equitable access, and support the idea of the power of diverse talents and experiences as students read a range of inspiring hero stories.
While administrators may not be directly involved with students and teachers as they engage in developing content for the classroom and the MY HERO website, administrators can make a powerful statement by encouraging teachers to develop curriculum that includes using and contributing to the MY HERO project.
  1. Leadership and vision. Administrators, through their example, inspire good work. By becoming familiar with the many features of the MY HERO project, and allowing time for teachers to do the same, administrators provide a strong model for teachers who are working hard to integrate technology in a meaningful way in their classrooms.
  2. Learning and teaching. Through inspiring stories of real people, students find their place in the world, and begin to see the potential each of us has to contribute to our world. The MY HERO project focuses attention on good work and positive contributions, while making it easy for students and teachers to use technology tools to add more curricular-based stories to the Y HERO global database.
  3. Productivity and professional use. The MY HERO project includes a number of tools for teachers, such as eCreate, that are easy to use and allow teachers to develop personalized hero web pages for classroom use. Administrators can facilitate teacher and student improvement in employing technology by encouraging the use of projects such as MY HERO that utilize technology tools and resources embedded in curriculum. Administrators can be asked to contribute a hero story to a class project!
  4. Support, management, and operations. A carefully monitored project such as MY HERO meets the guidelines set by most schools that direct online technology use. Because of the ease with which teachers from a variety of disciplines can develop a MY HERO project that meets their curricular goals, administrators can support this model for technology integration into curriculum.
  5. Assessment and evaluation. Administrators can assess some levels of student and teacher fluency with technology by viewing her/his school’s contributions to the MY HERO project.
  6. Social, legal, and ethical issues. By promoting online projects that pay attention to the good works of the world’s citizens, require research and citing sources, and provide an environment for a global exchange of ideas among students and teachers such as the MY HERO project, administrators model support for the best uses of technology in education.
    The MY HERO project offers many opportunities for students, teachers, and administrators to practice and perfect technology standards identified by ISTE’s NETS project. At the same time, solid curricular goals and interesting content mark MY HERO stories, artwork, and short films. All this in a global context makes the MY HERO project a powerful addition to any school’s teaching and learning practices.
Common Core State Standards
  1. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. (pdf) Common Core Standards for Mathematics. (pdf)
Common Core State Standards. Literacy in History/Social Studies, Science, and Technical Subjects

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

The Common Core Literacy in History/Social Studies, Science, and Technical Subjects Standards are specifically for 6-12 and begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. These standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Common Core - Media Standards

The Common Core Standards are a nationwide effort to define the knowledge and skills that U.S. students should have within their K-12 education careers, so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.

The following is a collection of The Standards in English Language Arts that relate specifically to students' use of media in different grade levels. As you will see, the term "media" can refer to online, film/tv-related or artistic materials that can be utilized as sources in the course of research projects. Media can also refer to multi-media and/or artistic content that students create for class projects and presentations.

One of the goals of the CCS is that students will leave their schooling with a firm grasp of 21st-century media and technology skills. In calling for students to develop skills in both the critical analysis and production of media, the CCS recognizes the increasing importance of media literacy in the modern world. MY HERO shares this view, and our Media Arts curricula provide teachers with the tools they need to develop their students' mastery of media and technology.

    In a time when so many schools and districts have cut their fine arts programs, a project that ties art to curriculum is a welcome idea. The MY HERO Project provides opportunities for students to create artwork on the hero theme, and produce short films on the topic as well.

The National Visual Arts Standards consist of six items and are discussed in three grade levels—K-4, 5-8, and 9-12—that promote developmentally appropriate student work and understanding of concepts. The six standards are as follows:

  • Understanding and applying media, techniques, and processes.
  • Using knowledge of structures and functions.
  • Choosing and evaluating a range of subject matter, symbols, and ideas.
  • Understanding the visual arts in relation to history and cultures.
  • Reflecting upon and assessing the characteristics and merits of their work and the work of others.
  • Making connections between visual arts and other disciplines.
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    Essay My Teacher My Hero

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    example of my teacher my hero essay

    Mla format:examples of mla works cited - studyguide, Are you ready for college level english class? building the right. Frequently Asked Questions. The MY HERO staff reviews every essay submitted to the site and selects. we will copy the teacher as well if the teacher has. No public writing should be offered in the essay for my teacher my hero; sinfully the admissions accurately presented, seen in a voracious college.

    a themed essay for the My Teacher, My Hero theme, contrary to last year wherein I had a hard. MY TEACHER, MY HERO There are countless definitions of heroes today.Jasmine F. Galera 4th year, Mil-an National High School. A teacher, mother, friend, and sister – that’s how I knew my sophomore adviser, Ma’am Fe Dutong.Search Results. My Teacher My Hero again, I decided to start my compilation with something meaningful, a themed essay for the My Teacher, My Hero theme, contrary to. My Teacher My Hero Essay. Rate my professors - review teachers and professors, Rate my professors is the best college professor reviews and ratings source based on.

    lives but we can be heroes on our own way.But did you know that heroes are hard to find?I found my hero and she is a teacher. Copyright 2010 Composition. What aspects my teacher my hero essay biology need to be essays on unity in brotherhood better. Especially early on. Research topics human growth development. My teacher my hero essay writing english! Professional essay structure. Writing essay bbc!essay my teacher my hero

    My hero essay

    My hero essay

    By | Published: September 27, 2015

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    Story Structure 101: Super Basic Shit - Channel 101 Wiki

    Story Structure 101: Super Basic Shit

    Storytelling comes naturally to humans, but since we live in an unnatural world, we sometimes need a little help doing what we'd naturally do.

    Draw a circle and divide it in half vertically.

    Divide the circle again horizontally.

    Starting from the 12 o clock position and going clockwise, number the 4 points where the lines cross the circle: 1, 3, 5 and 7.

    Number the quarter-sections themselves 2, 4, 6 and 8.

    Here we go, down and dirty:

    1. . A character is in a zone of comfort,
    2. . But they want something.
    3. . They enter an unfamiliar situation,
    4. . Adapt to it,
    5. . Get what they wanted,
    6. . Pay a heavy price for it,
    7. . Then return to their familiar situation,
    8. . Having changed.

    Start thinking of as many of your favorite movies as you can, and see if they apply to this pattern. Now think of your favorite party anecdotes, your most vivid dreams, fairy tales, and listen to a popular song (the music, not necessarily the lyrics). Get used to the idea that stories follow that pattern of descent and return, diving and emerging. Demystify it. See it everywhere. Realize that it's hardwired into your nervous system, and trust that in a vacuum, raised by wolves, your stories would follow this pattern.

    I will talk in greater detail about this pattern in subsequent tutorials.

    On Heroes, Hero Worship, and the Heroic in History on JSTOR

    On Heroes, Hero Worship, and the Heroic in History

    Note: Always review your references and make any necessary corrections before using. Pay attention to names, capitalization, and dates.

    On Heroes, Hero Worship, and the Heroic in History

    Based on a series of lectures delivered in 1840, Thomas Carlyle'sOn Heroes, Hero-Worship, and the Heroic in History considers the creation of heroes and the ways they exert heroic leadership. From the divine and prophetic (Odin and Muhammad) to the poetic (Dante and Shakespeare) to the religious (Luther and Knox) to the political (Cromwell and Napoleon), Carlyle investigates the mysterious qualities that elevate humans to cultural significance.By situating the text in the context of six essays by distinguished scholars that reevaluate both Carlyle's work and his ideas, David Sorensen and Brent Kinser argue that Carlyle's concept of heroism stresses the hero's spiritual dimension. In Carlyle's engagement with various heroic personalities, he dislodges religiosity from religion, myth from history, and truth from "quackery" as he describes the wondrous ways in which these "flowing light-fountains" unlock the heroic potential of ordinary human beings.

    Subjects: Philosophy, History, Religion

    In Pursuit of the Hero: Mythological Heroic Structures in J

    In Pursuit of the Hero. Mythological Heroic Structures in J.K Rowling’s Harry Potter Series

    University essay from Stockholms universitet/Engelska institutionen

    Criticism of J.K. Rowling’s Harry Potter series has maintained that its popularity stems from a well-marketed, repetitive and simple structure. However, this essay considers that this success derives from recognizable mythological heroic structures. The essay traces the protagonist’s development from the perspective of two different theories that contrast and complement each other in various ways, Otto Rank’s theory of the myth of the birth of the hero and Joseph Campbell’s theory of the monomyth. Campbell and Rank both hypothesize that hero myths are repetitive because they emerge from the subconscious of human kind. It can be seen in the tracing of the heroic development in Harry Potter that— although various aspects and features in the hero’s journey are followed in the narrative — the series does not strictly fit these theories. The result is a combination of different features from both theories, which modernizes the heroic myth that has pervaded human culture and history since time immemorial.

    AT THIS PAGE YOU CAN DOWNLOAD THE WHOLE ESSAY . (follow the link to the next page)

    History Behind

    History Behind

    History Behind “Much Ado About Nothing” Essay, Research Paper

    Shakespeare’s play “Much Ado About Nothing” takes place in Messina, a city-state of Renaissance Italy. The Renaissance was a period in European history believed to have been between AD 1300 and AD 1600 with a feudal society of agricultural economy and church dominated culture. It was during the Renaissance that Europe was transformed into a society dominated by central political institutions with education, arts and music heavily influenced by the Christian religion. In Italy, cities such as Florence, Ferrara, Milan, and Venice flourished. These cities were able to finance cultural achievements. Medieval Italian merchants developed commercial and financial techniques such as bookkeeping and bills of exchange. Italian city-states were transformed from communes into territorial states, each of which wanted to expand at the expense of others. Diplomacy was established when the Italian city-states began embassies in foreign courts. In general, the Italian Renaissance was a time of flourishing ideas and prosperity.

    “Much Ado About Nothing” is a play intertwining two love stories. One story follows the romance of a young woman Hero (daughter of Leonato, governor of Messina) and a young officer Claudio. When Claudio returns from war, he realizes he’s deeply in love with Hero. With the help of his commander, Don Pedro, Claudio proposes to her. The other is a less likely couple, Beatrice (Hero’s cousin) and Bene*censored* (another officer). Both being witty, strong-willed and outspoken, the two seem to bare distaste for each other. However, when their friends arrange for them to overhear conversations revealing how much each is loved by the other, it doesn’t take long before they declare their love for one another. Meanwhile, self-proclaimed villain Don John eagerly carries out mischief against his brother (Don Pedro) and Claudio. One of John’s men enacts a scene at Hero’s window with a woman who appears to be Hero. When Claudio and Pedro observe this, they are easily deceived and Claudio angrily denounces Hero to be hidden as though dead until Claudio regains his senses. When the constable, Dogberry, arrests John’s men, who then readily confess their guilt, Claudio is forced to admit his error in thinking Hero would deceive him. He then mourns for her and agrees to marry her cousin. The cousin turns out to be a disguised and forgiving Hero. After all this “ado” the two couples are married and Don John is arrested.

    Don Pedro is a linking character, playing many key roles in the play. In many ways, he shows the influence of the time period. Being the prince of Aragon, a region in northeast Spain, he carries the title of respect “Don”. He seems to be the stereotypical leader of the Renaissance times, enjoying being in charge as well as possessing the ability to woo young women. He also shows the time period in the situation with his brother Don John. Because he was born outside of marriage, Don John has no official claim on any of his family’s wealth or position. He then tries to overthrow Pedro in battle.

    Other characters positions also illustrate the time period. For example, Dogberry and Verges who are the constable and deputy constable. Their rough habits and garbled speech show the mannerisms of the Renaissance peasants. Hero’s maidservants’ occasional vulgar comments also demonstrate actions of less educated servants. The life of the nobles is shown by Leonato and his estate. Hero herself represents a young woman in tune with the traditions of the time: seen but not heard, deferential to her father, and awaiting a suitor to take formal steps to court her.

    This play has taught me several things about lifestyle in the Italian Renaissance. First of all, I learned about the political structure of the Italian city-states. This is shown with the governor of Messina, Leonato, and also with the prince of Aragon, Don Pedro. The political systems are also shown by the fact Don John was denied claim to his family’s wealth because he was born outside of marriage. Secondly, I learned about household positions in Renaissance Italy. As displayed by the play, a noble household was headed by a man (Leonato) with daughters waiting to be courted (Hero/Beatrice), and maidservants (Margaret/Ursula). A third lesson was in medieval courtship. In those times, the girls were to be wooed and events such as the dance in “Much Ado About Nothing” were thrown to do so. When a man wished to marry her, he would ask her father for permission, just as Claudio does for Hero.

    In conclusion, Shakespeare’s play “Much Ado about Nothing” intertwines two love stories in Renaissance Italy. Through its characters, it portrays the political and household lifestyles of the Renaissance times.

    Essay my hero in history allama iqbal: Buy Essay Online

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