STRATA EPI A heros journey CORE VIRTUE: AMBITION Objectives Students will be able to identify key scenes in a book/movie that fit the structure of the Hero s Journey and the Hero s Inner Journey. This analysis will be deepened through the connection between ambition and the hero s process of moving forward within the book/movie. Content Standards CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSS.ELA-LITERACY.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. PG 1
INSTRUCTOR LESSION PLAN CCSS.ELA-LITERACY.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.CCRA.W.2 Write informational/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of tasks, purposes, and audiences. CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Overview The driving force for a hero s journey is ambition. Having students compare popular books/movies to Joseph Campbell s The Hero s Journey allows them to see this ambition in action. For the first part of this exercise, students will work together in groups to identify the different Hero s Journey steps within a chosen book/movie. These steps coincide with the plot, but are specifically focused on the hero s movements. The Hero s Journey is illustrated in a cyclical graph, which provides a clear outline for how students should dissect the book/movie. By examining the hero s progress, it becomes clear that without ambition, the hero would have never been able to accomplish all that he/she did. PG 2
STRATA EPI For the next step of the exercise, students will specifically analyze the Hero s Inner Journey, which is the psychological/spiritual journey the hero experiences. In the same groups, students will be pushed to think more critically about how the hero changed throughout the journey. Instead of looking at specific events, students will analyze the hero as a character and focus on his/her inward transformation. Students will consider the other character traits necessary for this hero s victory and whether he/she developed those characteristics over time. Ambition is the driving force for the hero, but other characteristics play a role in what and how a hero accomplishes. By analyzing both the why and how the hero is successful, students can make those same connections in their own lives. This pushes them to see that they too must be ambitious in order to be successful. Materials needed Students need access to chosen books/movies. VIRTUES HIGHLIGHTED Each lesson exposes students to practical and theoretical demands that encourage the development of virtuous character. The core virtue highlighted in this activity is ambition. The activity also fosters perseverance in recognizing how heroes persevere through many challenges, skill in the recognition that all heroes develop some talent they possess, and courage in recognizing that heroes and more generally successful individuals must face various fears they experience on their journey. Virtues highlighted in this activity RATIONALITY OBJECTIVITY IMAGINATION SKILL COURAGE SELF-ESTEEM AMBITION PERSEVERANCE INTEGRITY JUSTICE LEADERSHIP TRUST PG 3
INSTRUCTOR LESSION PLAN ACTIVITY INSTRUCTIONS As a class, students will discuss what it means to be a hero. It is likely that comic book hero characteristics and accomplishments will be the most prevalent theme. By the end of the conversation, discuss what drives these characters to accomplish great things. One of the main driving forces for these heroes is ambition. Discuss the virtue of ambition with the class. Put students in groups of 4-5. Assign or allow students to pick their own book/movie in which they know the characters and plot line extremely well (e.g., Harry Potter, The Lord of the Rings, Star Wars, Hunger Games, etc.). As a group, they will dissect the plot to fill in the mold for the Hero s Journey. The journey should cover these 12 stages/steps from Joseph Campbell s The Hero s Journey: The Ordinary World - this is where the hero is introduced. He/she seems to be living a normal life in which the audience can connect to and with. The Call to Adventure - change is on the horizon and the hero is forced to face it. Refusal of the Call - the hero feels apprehensive about the change and initially tries to refuse the call. Meeting with the Mentor - the hero comes across a wise individual who gives him/her advice, training, equipment, and/or encouragement to accept the call to adventure. The hero may play as his/her own mentor by pulling strength and wisdom from within. Crossing the Threshold - the hero commits to facing the change and answering the call. He/she enters a new world. Tests, Allies, and Enemies - the hero is tested and sorts out who is friend or foe in this new world. Approach - the hero and new-found allies prepare for a major challenge. The Ordeal - near the middle of the story, the hero faces the challenge, which is usually death or their worst fear. Out of the moment of death comes new life. The Reward - the hero takes the treasure/prize that was won during the challenge and there is celebration. The Road Back - around three-fourths through the story, the hero must travel home with the treasure. This task is often correlates with a chase scene that indicates the urgency and danger of the journey. The Resurrection - at the climax, the hero faces the final test on the threshold of home. He/she is must make one last sacrifice in another moment of death and rebirth, but on a higher and more complete level. By the hero s efforts, the conflict is resolved. Return with the Elixir - hero returns home with treasure or knowledge that has the power to transform that world like the journey has transformed him/her. For a more detailed explanation of Joseph Campbell s 12 steps/stages, look to the vast amount of online sources. These stages are often organized in a circle to illustrate the idea that the 12 steps are often a cycle. In the same groups, students will be pushed to think more critically about how the hero changed throughout the journey. Instead of looking at specific events, students will analyze the hero as a character and his/her inward transformation. Students will consider the character traits necessary for this hero s victory and whether they developed those characteristics over time. PG 4
STRATA EPI The 12 stages of the Hero s Inner Journey are: Limited Awareness of Problem Increased Awareness of Need for Change Fear; Resistance to Change Overcoming Fear Committing to Change Experimenting with New Conditions Preparing for Major Change Big Change with Feeling of Life and Death Accepting Consequences of New Life New Challenge and Rededication Final Attempts, Last Minute Dangers Mastery For each step, students should discuss how the hero exemplified these stages. They should refer to the emotional evidence within the book/movie. Also make sure that they discuss the main driving force for overcoming each of these emotional steps (ambition) and why it is necessary for the hero to be ambitious. Students will present their findings to the rest of the class. They will go through the steps of one/each of the cycles and discuss why they chose the scenes/evidence that they did. SUGGESTIONS FOR FURTHER LEARNING Have the students watch the following TED Talk by Richard St. John: https://www.ted.com/talks/richard_st_john_success_is_a_continuous_journey Have the students write an essay on the topic of the journey to success. What does undertaking such a journey require? Is it worth it? Can they achieve a kind of success that doesn t require a long journey, and if so would they prefer it? STUDENT INSTRUCTIONS HERO S JOURNEY INSTRUCTIONS As a class, you should have discussed what it means to be a hero and what drives heroes to accomplish these great things. One of the main driving forces for these heroes is ambition. You teacher should have divided you into groups of 4-5. As a group, pick a book/movie in which you know the characters and plot line extremely well (e.g., Harry Potter, The Lord of the Rings, Star Wars, Hunger Games, etc.). As a group, dissect the plot to fill in the mold for the Hero s Journey. The journey should cover these 12 stages/steps from Joseph Campbell s The Hero s Journey: The Ordinary World - this is where the hero is introduced. He/she seems to be living a normal life in which the audience can connect to and with. The Call to Adventure - change is on the horizon and the hero is forced to face it. PG 5
INSTRUCTOR LESSION PLAN Refusal of the Call - the hero feels apprehensive about the change and initially tries to refuse the call. Meeting with the Mentor - the hero comes across a wise individual who gives him/her advice, training, equipment, and/or encouragement to accept the call to adventure. The hero may play as his/her own mentor by pulling strength and wisdom from within. Crossing the Threshold - the hero commits to facing the change and answering the call. He/she enters a new world. Tests, Allies, and Enemies - the hero is tested and sorts out who is friend or foe in this new world. Approach - the hero and new found allies prepare for a major challenge. The Ordeal - near the middle of the story, the hero faces the challenge, which is usually death or their worst fear. Out of the moment of death comes new life. The Reward - the hero takes the treasure/prize that was won during the challenge and there is celebration. The Road Back - around three-fourths through the story, the hero must travel home with the treasure. This task is often correlates with a chase scene that indicates the urgency and danger of the journey. The Resurrection - at the climax, the hero faces the final test on the threshold of home. He/she is must make one last sacrifice in another moment of death and rebirth, but on a higher and more complete level. By the hero s efforts, the conflict is resolved. Return with the Elixir - hero returns home with treasure or knowledge that has the power to transform that world like the journey has transformed him/her. HERO S INNER JOURNEY INSTRUCTIONS Now that you ve analyzed the plot of the Hero s Journey, it is now time that you think more critically about how the hero changed throughout the journey. Instead of looking at specific events, analyze the hero as a character and his/her inward transformation. Consider the character traits necessary for this hero s victory and whether they developed those characteristics over time. Here are the 12 stages of the Hero s Inner Journey: Limited Awareness of Problem Increased Awareness of Need for Change Fear; Resistance to Change Overcoming Fear Committing to Change Experimenting with New Conditions Preparing for Major Change Big Change with Feeling of Life and Death Accepting Consequences of New Life New Challenge and Rededication Final Attempts, Last Minute Dangers Mastery For each step, discuss how the hero exemplified these stages. Refer to the emotional evidence within the book/ movie. After this is complete, you will present your findings to the rest of the class. You will go through the steps of one/ each of the cycles and discuss why you chose the scenes/evidence that you did. PG 6
STRATA EPI EVALUATION QUESTIONS 1. Which characteristics of the Hero were necessary to have/develop in order to answer the call and cross the threshold? 2. Which part of the Journey do you think is the most difficult for the Hero, and why? 3. At which point in the Hero s Journey do you think the Hero undergoes the most significant change, and why? 4. Why is the Refusal of the Call such a significant part of so many Hero s journeys? That is, why is the refusal such a ubiquitous part of stories and mythology? What does this say about human beings in general? 5. In what ways are the Hero and an entrepreneur the same? In what ways are they different? (Speak specifically to characteristics, skills, mindsets, goals, etc.)? 6. Why is ambition valuable? How can ambition affect your life, both positively and negatively? 7. What kept the Hero committed to completing the Journey? 8. How do fear, complacency, discomfort, acceptance, and goals feature in the Hero s Inner Journey? Analyze these within the context of your own life. 9. What does the cyclical nature of the Hero s Journey suggest? What does it suggest for the Inner Journey? What does it suggest for humanity? 10. Explain the significance of death and rebirth in both the normal journey and the Inner one? 11. Who do you think is a hero? What heroic traits does your hero poses? In your own words, what makes them a hero to you? Do you think anyone can be a hero? In your own words, what can make a normal person a hero? 12. Why do you think heroes are defined the way they are? Does this match your definition of a hero? Can an entrepreneur be a hero? Are heroes entrepreneurs? Why or why not? 13. Do people who are not heroes also cover the same 12 steps as heroes? If so, give an example. If not, why not? Do entrepreneurs follow the 12 steps? If so, give an example. If not, why not? 14. Can someone be a hero without ambition? Give a brief explanation of your answer. Is ambition always a good thing, or can it also be bad? Give examples to support your statement. How are ambition and entrepreneurship related? PG 7