Teacher Resources: "Unlikely Heroes"
This project seeks to provide students with opportunities to investigate images of unlikely heroism in J.R.R. Tolkien's "Lord of the Rings" books, the recent New Line Cinema films and in real events. How best to accomplish this is left to the professional judgment and discretion of the teacher.
Depending upon the tasks that you and your students may choose within this project, there are a wide variety of opportunities to examine the nature of heroism and to represent that understanding in a wide variety of forms. All of the tasks within this project may be completed, to varying degrees of complexity, by students from grade 6 - 12, and rubrics adapted as needed.
Tolkien observed that "I cordially dislike allegory in all its manifestations, and always have done since I grew old and wary enough to detect its presence." Nonetheless, "The Lord of the Rings" offers rich opportunities for students to develop an appreciation of how courage, commitment, self-sacrifice, virtue, and integrity are developed. In the classroom, it may also provide teachers with an opportunity to develop character well as intellect.
View Tasks Page (with sample assessment rubrics)
Tasks may be used as written, or modified to suit the nature of specific classes.
Fellowship of the Ring: The Lord of the Rings This site includes a summary, chapter-by-chapter comprehension questions, and extensive topics for discussion and writing. Tolkien: Criticism and interpretation Over 40 articles and research papers on a wide variety of Tolkien's themes and "Lord of the Rings". Many by Michael Martinez, a prominent Tolkien/Middle-earth scholar and author. Tolkien's Lord of the Rings: A Christian Classic Revisited Scholarly views of spiritual aspects within Tolkien's "Lord of the Rings" Making the Case for Heroes A thoughtful article by Peter Gibbon, Harvard Graduate School of Education Heroes for Our Age
How Heroes Can Elevate Students' LivesAn excerpt from Peter Gibbon's book "A Call to Heroism". A Harvard professor, Dr. Gibbon was a high school history and English teacher for 24 years and is the former headmaster of Hackley School in Tarrytown, N.Y. Where have all the heroes gone? "Old-fashioned heroism seems to be on the ropes; at the same time, unsung heroes are everywhere. Maybe it’s time to switch from public to private heroism. Beginning in the home..." Article on heroism with a Canadian slant Rediscovering Heroes Article by former Nixon White House Chief of Staff, and convicted Watergate conspirator, Charles Colson. Comparing Star Wars and Lord of the Rings A thorough comparison of these two films based upon the Hero's Journey template by Joseph Campbell An excellent article featuring Rice University professor and Tolkien scholar Jane Chance. How Much Was Rowling Inspired by Tolkien? A close look at the parallels between Tolkien's "Lord of the Rings" and J.K. Rowling's Harry Potter books. Hero project links Links to other teacher created websites on the theme of heroes and heroism from Web English teacher. Includes Arthurian Legend, Beowulf, Classical Mythology, Creation Stories, Fairy Tales and Folktales, Homer, The Iliad and The Odyssey.
The following Alberta Learning Outcomes may be realized through this project:
English Language Arts
ELA Grades 6 - 9
General Outcome II : Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use strategies and cues
2.2 Respond to texts
2.3 Understand forms, elements and techniques
2.4 Create original text2.2 Respond to Texts
- Students will make connections between own life and characters and ideas in oral, print and other media texts
- Students will compare and contrast own life situation with themes of oral, print and other media texts
Construct meaning from texts
- Identify or infer reasons for a character?s actions or feelings
- Compare the choices and behaviours of characters portrayed in oral, print and other media texts with those of self and others
- Interpret the choices and motives of characters portrayed in oral, print and other media texts, and examine how they relate to self and others
- Analyze how the choices and motives of characters portrayed in oral, print and other media texts provide insight into those of self and others
- identify and explain conflict, and discuss how it develops and may be resolved
- develop, clarify and defend own interpretation, based on evidence from the text with support from own experiences
- discuss various ways characters are developed and the reasons for and plausibility of character change
- compare two similar oral, print or other media texts by considering the characters, plot, conflicts and main ideas
- discuss and explain various interpretations of the same oral, print or other media text
- relate the themes, emotions and experiences portrayed in oral, print and other media texts to issues of personal
interest or significanceClick here to link to the complete Alberta K- 9 English Language Arts Program of Study.
ELA Grades 10 - 12
General Outcome 2 : Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and
respond personally, critically and creatively.2.1 Construct meaning from text and context 2.1.1 Discern and analyze context 2.1.2 Understand and interpret content 2.1.3 Engage prior knowledge 2.1.4 Use reference strategies and reference technologies 2.2 Understand and appreciate textual forms, elements and techniques 2.2.1 Relate form, structure and medium to purpose, audience and content 2.2.2 Relate elements, devices and techniques to created effects 2.3 Respond to a variety of print and nonprint texts 2.3.1 Connect self, text, culture and information 2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts 2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts Click here to link to the complete Alberta 10 - 12 English Language Arts Program of Study.
Information Communication and Technology
- Search for information (C1)
- Create knowledge building communities amongst schools to foster rich collaboration (C5)
- Foster the exchange of a wide range of perspectives on the topic (C2, C3), which may test prejudices, taken-for-granted notions or simplistic answers (C7)
- Communicate their understanding through images, sound and movement as well as text (C1, C6, C7)
- Create wide and authentic audiences for their work (C1, C6, C7)
- Empower students to create, present and defend their own understandings of this topic (C1, C3, C7)
- Use web browser to search for information.
- Use word processor to paste and organize textual information (tables)
- Use online tools and discussion forums in online communities to:
- create knowledge building communities amongst schools and foster collaboration promote the exchange of a wide range of perspectives on the topic, test prejudices, taken-for-granted notions or simplistic answers
- create wide and authentic audiences for their work
- empower students to create, present and defend their own understandings
- Use presentation and/or web page authoring tools to
- communicate their understanding through text, images, sound and hyperlinks
- create wide and authentic audiences for their work
- empower students to create, present and defend their own judgements
Related ICT Outcomes
C.1.4.1 plan and perform complex searches, using more than one electronic source C.2.4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics C.1.4.2 select information from appropriate sources, including primary and secondary sources F.3.4.2 record relevant data for acknowledging sources of information, and cite sources correctly C.2.4.2 evaluate the validity of gathered viewpoints against other sources F.4.4.3 identify and analyze a variety of factors that affect the authenticity of information derived from mass media and electronic communication