A Study of Heroes

A Timeless Legacy

“The heroes of a nation reflect the ideals of its people.”

The stories of true heroes are timeless, and must be passed from generation to generation. They provide a legacy of hope. In The New York Times Op-Ed section on April 23, 1991, Joseph Epstein wrote of this legacy when he observed that "...heroes teach how various are human gifts, how powerful is determination in human achievement, how nothing is accomplished in the world without effort, unremittingly repeated."

The Origin of A Study of Heroes

A diverse network of school communities, both public and private, participated in the pilot program for the development of A STUDY OF HEROES. Schools in North Carolina and the New York metropolitan area, in settings ranging from inner-city and suburban to rural, opened their classroom doors to work collegially with the program developers. As a result, today, by its inherent content and flexible design, HEROES addresses the educational standards, needs, and interests of a diversity of communities across the nation. Teachers, administrators, parents, students, counselors, librarians, media specialists, social workers, school secretaries, custodians, staff, and other community members were among those who a had direct input into the development of this program.

Where A Study of Heroes Has Been Used

The HEROES Program has been used by well over a million students in more than 500 public, parochial and independent schools (K -12+ ) in 48 states and in three foreign countries; in all 15 adult prisons of the State of New Jersey Department of Corrections (ranging from ‘Boot Camp’ to ‘Maximum Security’ settings) where it was professionally evaluated. The Boys & Girls Clubs of Greater Washington where it has been used for after-school and summer enrichment for club members. Teacher centers have used HEROES for professional development; it has also been used in adult education settings; in camps and religious-based programs; and in schools and programs for juvenile offenders. The classroom instructional settings in which HEROES is been used have ranged from the traditional to the progressive and constructivist. Programs for the gifted, for special education, for character education, for ESL instruction, and for service learning have used HEROES to enhance their core materials. It has also been used in community-based organizations; by counselors in advisory sessions; and by social workers working with foster-care youth to develop independent living skills. Charter schools, such as the Harlem Day Charter School (K-4); Core Knowledge based schools; and alternative educational programs like that at Derita Alternative Public School in Charlotte, NC, whose comprehensive preventative program for middle and secondary school students (both the at-risk and/or juvenile offenders) have used the program on a daily basis for over three years with extraordinary rewards for both faculty and students. HEROES has been used and evaluated in Catholic Schools (K-12) throughout ten counties in southern Indiana that comprise the Diocese of Evansville, IN. It has also been used in the Midland Independent School District, Midland, TX, with exceptionally gifted elementary school students as part of their enrichment program. And for many years, HEROES has been used throughout the Sate of New Jersey in many K-12 public schools; the state of New Jersey’s Department of Education has designated HEROES as an 'Exemplary Character Education Program'.

Abraham Lincoln

The Structure of A Study of Heroes

A STUDY OF HEROES is a classroom-tested program that readily fits into existing curricula. The program includes an Instructor's Guide; 22 Hero Profile Units (approximately 60 pages each) containing an array of student activities and worksheets that integrate skill areas such as history, reading, creative writing, political/social topics, debate, and conflict resolution; additionally, there are eight Companion Units.

The instructional materials are developed for three readability levels and all three levels of reading are included in each unit. These materials can be easily adapted for use with varying skill levels or to reinforce content skills or concepts. Educators can elect to use any or all of the HEROES units, in any order.

Rather than the inflexible, tightly sequenced, and prescriptive design of many curricula, the HEROES Program units provide teachers from Kindergarten-12 and Adults, community organizations, and scouting/youth groups with an abundance of easy to use, unique resources. The program materials are content-rich and draw heavily upon both the cognitive and affective domains. Resources such as A STUDY OF HEROES encourage the instructor to become a creative instructional decision maker. The instructor "owns" the program and determines when and how HEROES is employed; we know that the instructors are most familiar with their own academic priorities and time constraints. This program is a time saver, is enjoyable for the instructor to use, and is highly engaging for students of all ages. Support for the program's format came from general education, bilingual, remedial, and "gifted and talented" teachers, as well as from school specialists in the pilot schools.

Martin Luther King, Jr.

Focus of the Program

All elements of the reproducible program reinforce basic skills, encourage family involvement and intergenerational discussion about the character of heroes. It provides motivational and creative activities for students, stimulates social problem-solving strategies, encourages "invention," brings the community into the classroom and vice versa, permits flexible instruction, and includes many ways to say "thank you" to all who participate in the HEROES Program. Character education, nonviolent conflict resolution strategies, and service learning are at the heart of this program.

Variety in Interdisciplinary Instructional Formats

The program resources incorporate many subject areas, including language arts, history, fine arts, social studies, performing arts, journalism, geography, reading, poetry, storytelling, oration, creative writing, and mathematics. Instructors have the opportunity to use the resources in a variety of instructional formats, including whole class instruction, small groups, cooperative learning, independent study, committee or club work, and community service.

Special Projects and Events

An array of special projects and events highlight the students' work, included are activities, such as: a "Heroes Fair"; a "Heroes Quilt"; original songs and theatrical productions; a "Heroes Garden"; community surveys; dioramas; social commentary cartoons; interpretive dances; letter writing; murals; a "Heroes Hall of Fame"; photo essays; debates; role-plays; puppet shows; creative research and technological projects.

Rosa Parks

A Complement to Existing Curricular Requirements

This collection of instructional resources bolster and complement existing curricular requirements, particularly those in character education and conflict resolution currently being enacted in many states. To complement most curricular guidelines and to address the standards, the program provides the following emphases:

1. The hero within yourself;
2. The hero in the school, community, culture, and world;
3. Differences between the "hero" and the "celebrity";
4. Biographical sketches of real heroes;
5. Research methodologies, technologies, and ethics.

Empowerment of Individuals

A STUDY OF HEROES goes far beyond simply reading historical biographies. It is not just about the past. This program emphasizes the present and the future. It enriches people's lives. It requires the appreciation of historical context. But, perhaps most important, it inspires students to discover their inner strengths, compassion for others, a sense of right and wrong, strategies for resisting negative peer pressure, a celebration of diversity, a tolerance for diversity, and the realization that every individual has the power to make a positive difference in the lives of others.

A Multicultural Focus

Among the selected heroes are men and women from different historical periods and many regions of the world, people of various ages, different races, diverse religions, and numerous ethnicities and cultures. These people did not plan to become heroes, but they found themselves in positions in which often serendipitous circumstances offered them the opportunity to act heroically. Some gave their lives for the benefit of others; several performed simple acts of kindness that affected others in a positive way. All provide positive role models for students everywhere.