Lesson 1: Greek Mythology

and Introduction to the hero.

Discovering fantasy and
reality in mths.
Lesson 2: Hercules Part 1:
Birth, Early Life, and Early
Labors. Realistic and Fantasy
Plot and Character Elements

Lesson 3: Hercules Part 2: Final

Labors. Examining Hercules'
portrayal in ancient art and artifacts

Moder n Medi a or
Moder n Myt hol ogy

Module
A
LESSONS 1-3

LESSON 1

I ntroducing students to the characteristics of the ancient hero thorough Greek mythology.

Essential Question: How and why do we perceive the idea of a hero, villain, and victim?
Objectives: Students will understand the difference between elements of fantasy and reality. Students will recognize their own
constructions of the terms hero, villain, and victim.
M aterials Needed: D'Aulaires Book of Greek Myths. Graphic Organizer for qualities of the ancient hero.
Teacher Guided I nstruction: Step 1: Defining Myth. What is a myth? Read students a myth about one of the great Greek
heroes. The myths of Perseus and Theseus are great examples of the demi-god hero. They are strong, have a task to complete,
sacrifice their own safety to save others, and get the girl in the end. Unlike modern heroes, they also have flaws. Theseus is
forgetful and as a result, contributes to the death of his father. Perseus kills bad men and women, including those in positions of
power, after completing his dangerous task of removing the head of Medusa. Both fight monsters and narrowly escape death.
However, both also have help to defeat them. Throughout these myths, there are elements of fantasy and reality.
Student Guided I nstruction: Step 2: Defining fantasy and reality. After reading the myth(s), students should define the terms:
myth, fantasy, and reality. Either on their own or in pairs, students should list elements of the myth(s) that could be considered
realistic--or could happen in the real world. For example, Theseus receiving help, being forgetful, and causing pain for others are
all realistic element. Perseus using flying sandals and defeating the monster Medusa, and saving Princess Andromeda from the
sea monster would be fantasy elements of the story.
Collaboration Groups: Step 3: After completing the graphic organizer, students will discuss the elements of fantasy and
reality. In this exercise, students should be less concerned with getting the right answers and more concerned with using logic
and their opinions to make a case for their choices.

Formative Assessment
DISCOVERING STEREOTYPES AND CULTURAL NORMS
Using their newly created graphic organizer, students will begin to note their ideas about
the ancient hero. They should reflect upon the reasons WHY there are no heroines in
these myths and why the heroes have to complete their tasks. What does this say about
the cultural norms of ancient Greece? Is it comparable to modern America? Students
should answer these questions independently to get them thinking about stereotypes,
gender roles, and cultural norms.

The Myth of ______________________

List and Describe each character from the myth. Describe the characters physically,
emotionally, and socially.
Hero/ Heroine

Villain

Victim

Define the terms fantasy and reality. Then list the element of the myth that can be considered
fantasy and those that can be considered reality.

Fantasy

Reality

Module A, Lesson 1 Accompanying Handout

Lesson 1 Formative Assessment

Using your graphic organizer, infer and reflect upon the following information. There is no right or wrong
answer, but you must infer to make connections and think about the WHY! You already answered the HOW
in the graphic organizer.

Why are there no

heroines (female
heroes) who are the
protagonists (main
characters) of the
myth?

What does this tell

you about cultural
norms in ancient
Greece? What must
have their society
been like?

Are the cultural

norms of ancient
Greece similar or
different to the
cultural norms of
America? Why? Give
evidence to prove
your opinion.

Think
about gender roles/ stereotypes.

Think
about examples from the myth.

Think about examples from your

own life. (books, TV, movies)

Module A, Lesson 1 Accompanying Handout

LESSON 2:
THE EARLY LIFE OF
HERCULES

Elements of
Ancient heroes
Fantasy vs
Reality

WHAT ELEMENTS OF THE EARLY LI FE OF HERCULES RESEMBLE

REALI TY? WHAT ELEMENTS RESEMBLE FANTASY? HOW DO WE
Essential Question: How and why do we perceive the idea of a hero, villain, and victim?

Fantasy:

Objectives: Students will understand that the media constructs reality. Students will reflect upon Super-human strength, driven insane
by a spiteful goddess, defeats
how their own perceptions are affected by the media.
M aterials Needed: D'Aulaires Book of Greek Myths. Graphic Organizer for elements of
fantasy/reality within myth.

unconquerable monsters
Reality:

has a family, commits a crime,

Teacher Guided I nstruction: Step 1: Discovering the mythic hero Hercules. DO NOW: What
repents for his sins, has help to
do you know about Hercules? You can also use a KWL chart to keep track of what students know,
complete a labor, becomes famous
want to know, and have learned about the hero.

Step 2: Read the first half of the myth of Hercules covering his birth, early life, and early labors.
This can be found on pp.---- in D'Aulaires Book of Greek Myths.
Student Guided I nstruction: Step 3: As you are reading, students are taking notes. They will
focus on the areas listed in
step 2 and note the elements of fantasy/reality in each section.
Collaboration Groups: Step 4: Introduction to CML terms: point of view/perspective, values, as
well as identification of the hero, villain, and victim(s). Students will collaborate in small groups
to answer the following questions:
1. So far, who is the hero, the villain, the victim(s)? How do you know?
2. What values are demonstrated through the telling of this myth? What purpose does this myth
have?
3. Does anyone in your group share a different PERSPECTIVE from you? How would you define
perspective or point of view? What are the benefits and challenges of having multiple perspectives
in your group discussions?

Hero, Villain, Victims

Formative Assessment
We have examined the early life and first six labors of Hercules. We have discussed the elements of fantasy and reality
throughout the myth, as well as the terms hero, villain, victim, values, and perspective. Using what you know about this
information, answer the following question.
Imagine that for the next few minutes you are the opposite gender. Explain WHY the myth of Hercules is written the way it is
by giving your new perspective on the values of ancient culture and identify WHY Hercules is portrayed as a hero, and Hera is
portrayed as the villain. Be sure to use what you have learned about fantasy, reality and cultural norms.

THE EARLY LIFE OF HERCULES GRAPHIC ORGANIZER

Record the important information from each part of the myth in the graphic organizer below. Be sure to give
examples of the elements of fantasy and reality found in each part of the story.
Plot

Birth and
Early Life

Cause and
Assigning
of the
Labors

Labors 1-2

Labors 3-4

Labors 5-6

Summarize the important

details from the myth.

Elements of fantasy

Elements of reality

FORMATIVE ASSESSMENT SAMPLE GRAPHIC ORGANIZER

This is a sample writing prompt for the formative assessment. Remember, there are several ways students can show
their knowledge. They can use pictures, text, and/ or create a digital document via Google drive. This will allow
them to continue to add to their project as they increase their knowledge.

We have examined the early life and first six labors of Hercules. We have discussed the elements of
fantasy and reality throughout the myth, as well as the terms hero, villain, victim, values, and perspective.
Using what you know about this information, explain the following.
Imagine that for the next few minutes you are the opposite gender. Explain WHY the myth of Hercules is
written the way it is by giving your new perspective on the values of ancient culture and identify WHY
Hercules is portrayed as a hero, and Hera is portrayed as the villain. Be sure to use what you have learned
about fantasy, reality and cultural norms.

LESSON 3: THE FINAL LABORS AND

PORTRAYAL OF HERCULES IN
ANCIENT ART AND ARTIFACTS
USI NG THE 5 CORE CONCEPTS AND 5 KEY QUESTI ONS OF CRI TI CAL
MEDI A LI TERACY, STUDENTS WI LL LEARN HOW "MEDI A" AFFECTS
OUR PERCEPTI ONS OF THE HERO.

5 Core Concepts oF
Critical Media Literacy
All media messages are
?constructed?
Media messages are
constructed using a creative
language with its own rules
Different people experience
the same media message
differently

Essential Question: How and why do we perceive the idea of a hero, villain, and victim?
Objectives: Students will understand how the media creates perceptions of heroes, villains,
and victims. Students will become aware of how stereotypes affect representations of heroes.
M aterials Needed: D'Aulaires Book of Greek Myths. Images of ancient art and artifacts,
DUDE Graphic Organizer.
Teacher Guided I nstruction: Step 1: Read students the final 6 labors of Hercules and the
death of the hero. Students will complete the graphic organizer, noting the realistic and
fantasy elements of the story. After completing the final labors, Hercules' wife causes his
"death". The gods take pity on him and bring him to Mt. Olympus to live as a god.
Step 2: After completing the graphic organizer, students will examine ancient art and
artifacts that depict Hercules. Using the DUDE approach below, students will identify how
the hero is represented in ancient "media" objects. Distribute the DUDE approach handout.

Media have embedded values

and points of view
Media are organized to gain
profit and/ or power

5 Key Questions of
Critical Media Literacy
Who created this message?

What techniques are used to

attract my attention?

Student Guided I nstruction:

Step 3: Students should first reflect upon why ancient art and artifacts can be considered
"media". What purpose do they serve? Is it similar or different to our modern media?
Collaboration Groups: Using the chart below, students will identify how the hero is
represented. They should record their information in a graphic organizer or through their
Google Drive document so they made add and revise the information throughout the project.

DUDE APPROACH TO DEFINING THE HERO

How might different people

understand this message
differently from me?
What lifestyles, values, and
points of view are represented
or omitted in this message?
Why was this message sent?

THE LATER LIFE OF HERCULES GRAPHIC ORGANIZER

Record the important information from each part of the myth in the graphic organizer below. Be sure to give
examples of the elements of fantasy and reality found in each part of the story.
Plot

Labors 7-8

Labors 9-10

Labors
11-12

Hercules'
Death

Hercules'
ascension
to Mt.
Olympus

Summarize the important

details from the myth.

Elements of fantasy

Elements of reality

HERCULES' REPRESENTATION IN ANCIENT ART AND ARTIFACTS

Examine each image below. Note any similarities and differences between the images and also note your
perceptions will viewing the images. Remember to examine these using what we have learned about
fantasy, reality, heroes, villains, and perspective.

Image 1: Infant Hercules strangling a serpent. 2: Hercules defeating the Nemean Lion. 3: Hercules defeating the Hydra
4: Alternate image of Hercules defeating the Hydra 5: Hercules defeating the centaur 6: Hercules with the lion's skin and club

Similarities between the

images

Differences between the images

My perceptions of the images- Use terms hero,

villain, victim, fantasy, reality, etc.

Image sources:
https:/ / www.google.com/ search?q=ancient+Greek+images+of+Hercules&biw=1326&bih=683&tbm=isch&tbo=u&source=univ&sa=X&ei=O2H8VIyqKsK9ggSQjYSADA&ved=0CB0QsAQ# tb

Using the chart below, select 1 image from the previous page and complete a critical analysis of the image. First, fill
out the DUDE graphic organizer. Second, write a brief reflection which answers the question:
How and why is Hercules portrayed by ancient art and artifacts?

Discover-List and
provide a
description of the
ancient artifact.

Uncover the
characteristics of
the hero
represented in
the artifact.

Describe and infer

how and why the
hero is portrayed
in the artifact.

Expose the
message sent by
the artifact using
the terms fantasy,
reality, influence,
and message.

Compose your thoughts here:

Moder n Medi a or
Moder n Myt hol ogy

Lesson 4: Defining the terms

stereotype, hero, villain,
victim, as well as purpose of
the media.
Lesson 5: Textual/Print
representations of heroes,
villains, and victims.
Discussion of gender roles
and stereotypes.
Lesson 6: Video and television
representation of heroes, villains,
victims. Continued discussion of
gender roles and stereotypes.

Module
B
LESSONS 4-6

LESSON 4

Introducing students to the characteristics of the modern hero through self-kneowledge.

Essential Question: To what extent does the media reflect culture or shape it?
Objectives: Students will understand that the media constructs reality. Students will reflect upon how their own perceptions are
affected by the media.
M aterials Needed: 5 Core Concepts/ Key Questions of CML, vocabulary term notes
Teacher Guided I nstruction:
Step 1: Students will be exploring integral terms needed to understand why the media perpetuates certain stereotypes, lifestyles,
and values. Distribute the vocabulary sheet to students.
Student Guided I nstruction: Step 2: Students will work together to define the terms.
Discussion Groups: Step 3: After completing the graphic organizer, students will cite examples of each term from their daily
lives. Encourage students to use examples from their own lives (reality) and examples from television, movies, and books
(fantasy).
Step 4: After completing this activity, distribute the 5 Core Concepts/ Key Questions of CML to students. To get them thinking
about analyzing media messages, show students the following media message. In small groups, students should examine the
image critically by reading through the Core Concepts and answering the Key Questions. This will help them to discern the

Formative Assessment
Link to image in Step 4:
Read the Core Concepts and Key Questions with students. They should
critically examine the image(s) by utilizing the 5 core concepts and answer
the 5 key questions.
Follow Link to CML's website for 5 Core Concepts and 5 Key Questions:

Defining Media Terms

Term

Superhero

S-hero or
heroine

Villain

Victim

Stereotype

Gender
Roles

Cultural
Norms

Definition

Real-World Example

Fantasy Example (from

television, movies, cartoons,

Examine the image on the board. Using the CML's Core Concepts, critically examine the image and answer
the 5 key questions below. Use your knowledge of heroes, villains, victims, stereotypes, gender roles, and
cultural norms when answering.
Core Concepts

Key Questions

All media messages

are constructed.

Who created this

message?

Media messages are

constructed using a
creative language
with its own rules.

What techniques are

used to attract my
attention?

Different people
experience the same
media message
differently.

How might different

people understand this
message differently than
me?

Media have
embedded values
and points of view.

What lifestyles, values,

and points of view are
represented or omitted
in this message?

Media are organized

to gain profit and/ or
power.

Why was this message

sent?

Answers to Key Questions

LESSON 5:
REPRESENTATIONS OF HEROES,
VICTIMS, AND VILLAINS IN PRINT

Modern media's
representation of
the hero, villain,
and victim in print

WHERE AND HOW DO WE FI ND EVI DENCE OF THE MEDI A'S

REPRESENTATI ON OF HEROES, VI CTI MS, AND VI LLAI NS I N PRI NT
FORMS?
Essential Question: How and why do we perceive the idea of a hero, villain, and victim?
Objectives: Students will understand that the media constructs reality. Students will realize
that representations of characters made by the media are not always accurate.
M aterials Needed: Comic books and/or graphic novels, identifying perceptions handout

Primary Sources:

Teacher Guided I nstruction: Step 1: Student should individually (or in pairs) examine a
comic book or graphic novel. Students should read several pages of the comic book in order to
distinguish between the characters.

Comic Books and

Step 2: Students will fill out the identifying perceptions handout in which they describe the
hero, villain, and victim.

Secondary Source:

Student Guided I nstruction: Step 3: Share out-Students will share the information they found
on the sheet with the class. The teacher can make notes on the board of the similarities and
differences found in each question. They will find that characters in graphic novels sometimes
have more elements of reality while comic book characters share elements of fantasy.

Graphic Novels

comicvine.com
Search Comicbook
stereotypes

Step 4: Gender and Ethnic representations. Students will tally up the number of Caucasian,
African American, Latino, Asian, Native American, and Indian characters. First ask them to
determine whether each character could be considered a hero, villain, or victim. Make a chart of
ethnicity on the board and have each group share how many characters appear from each
ethnicity. Then, do the same thing only ask them men vs. women. Ask students for their
perceptions on why the numbers stacked up the way they did. In most cases, white superheroes
far outnumber other ethnic groups and men far outnumber women. Have them think about and
use the terms they have encountered thus far such as stereotype, gender role, and cultural norm.
Collaboration Groups: Step 5: Formative assessment. After students have discussed ethnic
and gender representations, they will work in a small group to critically examine a different
comic book and identify how and why the characters are represented as they are.
You can sign up for free comics through various sites. Also, check your local library for comics.
You can find them at discount stores and online and they are relatively inexpensive. Most
students have their own comics at home and are happy to bring them in as long as they know
they will be able to keep them safe.

Hero, Villain, Victims

Formative Assessment

Throughout this activity, students are critically examining how characters are portrayed in modern comic books and graphic
novels. They have described the hero(es), villain(s), and victim(s). Students have also moved deeper into their examinations
of bias, stereotypes, and subtle and overt instances of racism and sexism in print form. During this activity, students will work
together to brainstorm some reasons as to why the media represents heroes, villains, and victims in this light. Using a comic
book page, students will identify the information and give reasons as to why they believe these characters are represented in
this way.

Lesson 5: Perceptions of Comic Book Characters

Using your comic books to complete the organizer below.

Class Work and Discussion

Describe the characters in your comic book

Physical, Emotional, Mental Qualities

Your perceptions about the characters in your comic

book.

Superhero:

What message does the depiction of this superhero relay to the

audience?

Villain:

What message does the depiction of this villain send to the

audience?

Victim:

What message does the depiction of this victim relay to the

audience?

Ethnic Diversity: Tally the ethnicity of the characters:

African American, Asian, Caucasian, Indian, Latino, Native
American.

What message does the ethnic makeup of the characters send to the
audience? What ethnicity seems to be valued? What seems to be
devalued?

Gender Diversity: Tally the genders of the characters in

your comic book. Note the role of the character: hero,
villain, victim or other.

What message does the gender makeup of the characters send to the
audience? What message does this send to women? What message
does this send to men?

Lesson 5: Perceptions of Comic Book Characters

Using your comic books to complete the organizer below.

Formative Assessment

Characters in Comic
Book

Stereotypes You Found in the Comic Book

Superhero:

What characteristics or qualities are stereotypical for the superhero in your comic?

Villain:

What characteristics or qualities are stereotypical for the villain(s) in your comic?

Victim:

What characteristics or qualities are stereotypical for the victim(s) in your comic?

Ethnic Diversity:

Please tally the ethnic representations in your comic book: African American, Asian, Caucasian, Indian,
Latino, Native American. What can you infer about this information?

Gender Diversity

Reflect upon the gender of the character for each role-superhero, villain, victim. What can you infer
about this information?

LESSON 6: REPRESENTATIONS OF

HEROES, VICTIMS, AND VILLAINS

IN VIDEO AND TELEVISION
USI NG THE 5 CORE CONCEPTS AND 5 KEY QUESTI ONS OF CRI TI CAL
MEDI A LI TERACY, STUDENTS WI LL LEARN HOW "MEDI A" AFFECTS
OUR PERCEPTI ONS OF THE HERO.

5 Core Concepts oF
Critical Media Literacy
All media messages are
?constructed?
Media messages are
constructed using a creative
language with its own rules

Essential Question: How and why do we perceive the idea of a hero, villain, and victim?

Different people experience

the same media message
differently

Objectives: Students will understand how the media creates perceptions of heroes, villains,
and victims. Students will become aware of how stereotypes affect representations of heroes.

Media have embedded values

and points of view

M aterials Needed: Superhero video clip links (see below), Representation of superheroes et
al. by media handout, DUDE Graphic Organizer. * Using the 5 Core Concepts and 5 Key
Questions will also be helpful in this lesson.

Media are organized to gain

profit and/ or power

Teacher Guided I nstruction: Step 1: Distribute the representation by media handout to

students. Tell them they will watch 2 clips of superheroes in action. Remind students to
watch with a critical eye. They will examine the characteristics of the hero, villain, and
victim.
Step 2: After watching the first clip, ask students for their critical reactions to the media.
What did they notice? Did anything surprise them? Students can turn and talk with a partner
to discuss their findings. Repeat after the next clip.
Student Guided I nstruction: Step 3: Students will complete the handout with a critical
examination of how the heroes, victims, and villains are represented by modern media. In
the final example, Spiderman saves Black Cat several times in the short clip.
Collaboration Groups: Step 4: Using their knowledge of media messages, students should
compare their findings in a small group, then as a whole class discussion. Oversee the
examination and connections students made to the qualities of the hero, villain, and victim,
as well as ethnic and gender representation in the clips.
Links to clips: Clip 1: Spiderman and his friends save the day. Of the 11 superheroes, most
are Caucasian and only 2 are women. Clip 2: Spiderman and Black Cat. Although she is
attempting to stop a robbery, Spiderman rescues her many times from the villains and
ultimately will have to save her

5 Key Questions of
Critical Media Literacy
Who created this message?

What techniques are used to

attract my attention?

How might different people

understand this message
differently from me?
What lifestyles, values, and
points of view are represented
or omitted in this message?
Why was this message sent?

https:/ / www.youtube.com/ watch?v=PlALop8q9RY

https:/ / www.youtube.com/ watch?v=TZNObm6EjZU

FORMATIVE ASSESSMENT-DUDE APPROACH TO UNCOVERING MESSAGES ABOUT

SUPERHEROES, VILLAINS, AND VICTIMS IN MODERN MEDIA
Students will continue to use the DUDE approach to identify and reflect upon the representation of superheroes by the modern
media. This exercise should be familiar to them as it uses the same format as the previous DUDE organizer and short answer
composition. Encourage students to use vocabulary they have learned from the previous lessons including stereotype, fantasy, and
reality. It is important for students to really think through their evidence and infer possibilities as to why the media represents
heroes the way they do. Please allow time for exmination, reflection, and discussion. Students will build off these ideas in the
next module and also use them to formulate their ideas for the final digital product in Module D.

Lesson 6: Perceptions of the hero, villain, and victim in television.

After watching the short clips of superheores, complete the chart for superheroes
SUPERHERO
Physical Appearance
and strength

Age and Clothing

Actions

Positive Characteristics of the Superheroes

Realistic Characteristics
e.g. do they eat, use the
restroom, etc.?

Fantasy Charactersitics
things they do or
qualities that do not
exist in the real world,

Negative Characteristics of the Superheroes

VICTIMS: Who are the victims in these clips?

What kind of message does this send to girls and women?

What kind of message does this send to boys and men?

Finally, tally the ethnicity and gender represented in the clips

African American

Asian

Caucasian

Latino

Native American

Women as the superheroes

Women as the villains

Women as victims

Men as superheroes

Men as villains

Men as victims

Children

:esson 6-DUDE approach to critically examining representations of the hero by the modern media.
Using the chart below, select 1 representation of a superhero and complete a critical analysis of that character.
First, fill out the DUDE graphic organizer. Second, write a brief reflection which answers the question:
How and why are superheroes portrayed by the modern media?

Discover-List and
provide a
description of the
modern media
and name of
superhero.

Uncover the
characteristics of
the hero
represented in
the modern
media.

Describe and infer

how and why the
superhero is
portrayed by the
modern media.

Expose the
message sent by
the modern media
using the terms
fantasy, reality,
stereotype,
ethnicity and
gender.

Compose your thoughts here:

Moder n Medi a or
Moder n Myt hol ogy

Lesson 7: Modern
representation of Hercules
through plot, character traits,
and media messages at
beginning of film.
Lesson 8: Continued
representation of Hercules
using terms from modern
superhero lessons.

Module
C
LESSONS 7-9

Lesson 9: Final representations and

inferences of Hercules, as well as
the villain and victim of the film.

LESSON 7

Inferring how and why Hercules is represented by modern media.

Essential Question: To what extent does the media perpetuate the status quo in America?
Objectives: Students will understand how the modern media represents the hero Hercules. Students will understand how
changes in plot affect meaning.
M aterials Needed: Hercules film notes
Teacher Guided I nstruction:
Step 1: Introduce the task. Students will be watching the cartoon version of the film Hercules. You could also use the newer
(2014) version of Hercules with older students, but it is rated PG-13 and should be edited and/or have parental consent. As
students watch the film, they will note the changes to the plot and characters, as well as the physical and mental descriptions of
the characters.
Student Guided I nstruction: Step 2: Students should begin to infer why the movie makers made the changes from the original
mythology.
Discussion Groups: Step 3: After viewing the first 1/3 of the movie and completing the film notes, students should discuss
their findings and inferenes. Remind them that discern this information they should use what they know about stereotypes,
gender roles, values, lifestyles and messages in the previous lessons.

Formative Assessment
Step 4: Poll
Students should complete a quick poll as to their perceptions of the hero Hercules, the
villain, Hades, and the victim, Meg. You can have them vote on paper, by raising
hands, or through their devices or a LMS, such as Edmodo.
Poll Question 1: Which version of Hercules (modern or ancient) is more likable? Why?
Question 2: What quality best shows Hades as a villain? Example choices- His flaming
hair, his blue skin, his dark clothes, his evil laugh
Question 3: What physical quality of Meg is most unrealistic (or realistic) example
choices-her clothing, her hair, her figure, her intelligence, etc.

Lessons 7-9 Disney?s Representation of Hercules

We will be comparing the mythological version of Hercules to the Disney representation. As you watch
the film please be sure to consider what we have learned about the way heroes, heroines, villains, and
victims are portrayed by modern media. Please also keep in mind the differences in the storyline and WHY
Disney chose to make changes to the original mythological version. Some choices are more obvious than
others. **Use what you know about the 5 Core Concepts/ Key Questions of CML and the DUDE approach
to assist you. **
Describe the characters in the film. You can add
information throughout the film. Consider the
Physical, Emotional, Mental Qualities

Your perceptions about the characters in the film.

Remember to add to these notes as you watch the
film in its entirety.

Superhero:

What message does the depiction of this superhero relay to the

audience?

Villain:

What message does the depiction of this villain send to the

audience?

Victim:

What message does the depiction of this victim relay to the

audience?

Ethnic Diversity: Tally the ethnicity of the characters:

African American, Asian, Caucasian, Indian, Latino, Native
American.

What message does the ethnic makeup of the characters send to

the audience? What ethnicity seems to be valued? What seems to
be devalued?

Gender Diversity: Tally the genders of the characters in your

comic book. Note the role of the character: hero, villain,
victim or other.

What message does the gender makeup of the characters send to

the audience? What message does this send to women? What
message does this send to men?

Lessons 7-9 Plot Changes to the Hercules Film: As you watch the film, note the changes to the
plot from the mythological version of Hercules that we have previously studied. You will record two plot
changes from the beginning, middle, and end of the film as well as why you believe the creators of the
film chose to change the storyline. Use what you know about Critical Media Literacy and DUDE to help.
Describe the first plot change at the beginning of the
film.

Why do you believe the creators changed the plot?

(What can you infer from this change?)

Beginning Change 2:

Your inference:

Middle Change 1:

Your inference:

Middle Change 2:

Your inference:

End Change 1:

Your inference:

End Change 2:

Your inference:

5 Core Concepts oF
Critical Media Literacy

LESSON 8: MODERN

REPRESENTATION OF HERCULES
AS A SUPERHERO
BEGI NNI NG TO THI NK DEEPER ABOUT THE CLI CHES OF MODERN
HEROES, VI LLAI NS, AND VI CTI MS.

All media messages are

?constructed?
Media messages are
constructed using a creative
language with its own rules

Essential Question: To what extent does the media perpetuate the status quo in America?

Different people experience

the same media message
differently

Objectives: Students will understand how the media creates perceptions of heroes, villains,
and victims in the film Hercules. Students will become aware of how stereotypes affect
representations of heroes, victims, and villains in the film Hercules.

Media have embedded values

and points of view

M aterials Needed: Hercules film, Hercules film notes

Media are organized to gain

profit and/ or power

Teacher Guided I nstruction: Step 1: Go over the CML's 5 Core Concepts and 5 Key
Concepts. Remind students to be aware of these concepts and continue to ask themselves
these questions while watching the film.
Step 2: Show the next 1/3 of the movie (should take them to the section where Hercules
chooses Meg over his duties and trainer, Phil).
Student Guided I nstruction: Step 3: Students will fill in their notes for the middle section
of the film.
Collaboration Groups: Step 4: Students will turn and talk with their neighbors to compare
and contrast their findings of character representations, plot changes, and sterotypes.

FORMATIVE ASSESSMENT-RECONSTRUCTING MEDIA MESSAGES

Students will identify common stereotypes and cliches that the modern media uses to define
heroes, villains, and victims. First, divide the class into 3 sections: hero, villain, and victim.
Students should answer the 5 Key Questions of Media Literacy by examining the way their
character is presented by the media. Once students complete the graphic organizer, the can
break into their character group and discuss their results. Alternate option: they can work
together to fill out the organizer (by character type) and jigsaw with members of other
character groups. (See formative assessment in lesson plan 9).

5 Key Questions of
Critical Media Literacy
Who created this message?

What techniques are used to

attract my attention?

How might different people

understand this message
differently from me?
What lifestyles, values, and
points of view are represented
or omitted in this message?
Why was this message sent?

Status Quo: The current state of things.

What examples of the status quo can
students find in their own lives?
In what ways can you encourage
students to disrupt the status quo?

Lesson 8: Examine the image on the board. Using the CML's Core Concepts, critically examine the hero,
villain, or victim and answer the 5 key questions below. Use your knowledge of the status quo,
stereotypes, gender roles, and cultural norms, values and points of view when answering.
Core Concepts

Key Questions

All media messages

are constructed.

Who created this

message?

Media messages are

constructed using a
creative language
with its own rules.

What techniques are

used to attract my
attention?

Different people
experience the same
media message
differently.

How might different

people understand this
message differently than
me?

Media have
embedded values
and points of view.

What lifestyles, values,

and points of view are
represented or omitted
in this message?

Media are organized

to gain profit and/ or
power.

Why was this message

sent?

Answers to Key Questions

LESSON 9: REPRESENTATIONS OF

HEROES, VICTIMS, AND VILLAINS

IN THE HERCULES FILM
USI NG THE 5 CORE CONCEPTS AND 5 KEY QUESTI ONS OF CRI TI CAL
MEDI A LI TERACY, STUDENTS WI LL LEARN HOW "MEDI A" AFFECTS
OUR PERCEPTI ONS OF THE HERO, VI CTI M, AND VI LLAI N I N HERCULES
Essential Question: How and why do we perceive the idea of a hero, villain, and victim?
Objectives: Students will understand how the media creates perceptions of heroes, villains,
and victims. Students will become aware of how stereotypes affect representations of heroes.
M aterials Needed: Hercules Film, Hercules Film notes, DUDE Graphic Organizer.
Teacher Guided I nstruction: Step 1:
Step 2: Show the final 1/3 of the film.
Student Guided I nstruction: Step 3: Students should fill in the last section of their film
notes and make their final inferences about the representation of the hero, villain, and victim.

5 Core Concepts oF
Critical Media Literacy
All media messages are
?constructed?
Media messages are
constructed using a creative
language with its own rules
Different people experience
the same media message
differently
Media have embedded values
and points of view
Media are organized to gain
profit and/ or power

5 Key Questions of
Critical Media Literacy
Who created this message?

What techniques are used to

attract my attention?

FORMATIVE ASSESSMENT-DUDE APPROACH TO

UNCOVERING MESSAGES ABOUT CHARACTERS IN
MODERN MEDIA
Collaboration Groups: Step 4: This jigsaw activity will allow students to think through the
media's representation of the hero, villain, and victim. Students will break into 3 groups (6
groups for a large class). Each group will have either the hero, villain, or victim. Using the
DUDE organizer, they will discover, uncover, describe and expose the message sent by the
portrayal of each character. After completing the organizer together, they will split off to
create small groups, e.g. one group would be made of a member from the Hercules, Hades, and
Meg group. Once in the new groups, they will share their information with the other group
members and record the new information on their DUDE graphic organziers.

Students will continue to use the DUDE approach to identify and reflect upon the
representation of the hero, villain, and victim (Hercules, Hades, and Meg) by the modern
media. This exercise should be familiar to them as it uses the same format as the previous
DUDE organizer and short answer composition. Encourage students to use vocabulary they
have learned from the previous lessons including stereotype, fantasy, and reality. It is
important for students to really think through their evidence and infer possibilities as to why
the media represents heroes the way they do. Please allow time for exmination, reflection, and
discussion. Students will build off these ideas in the next module and also use them to
formulate their ideas for the final digital product in Module D.

How might different people

understand this message
differently from me?
What lifestyles, values, and
points of view are represented
or omitted in this message?
Why was this message sent?

:esson 9-DUDE approach to critically examining representations of the hero by the modern media.
Using the chart below, select 1 representation of your character and complete a critical analysis of that character.
First, fill out the DUDE graphic organizer. Second, write a brief reflection which answers the question:
How and why is Hercules, Hades, or Meg portrayed by the modern media? MY CHARACTER:_______________

Discover-List and
provide a
description of the
modern media
and name of
superhero.

Uncover the
characteristics of
the hero
represented in
the modern
media.

Describe and infer

how and why the
superhero is
portrayed by the
modern media.

Expose the
message sent by
the modern media
using the terms
fantasy, reality,
stereotype,
ethnicity and
gender.

Compose your thoughts here:

Moder n Medi a or
Moder n Myt hol ogy

Module D

LESSON 10

SUMMATI VE ASSESSMENT

Expressing how and why Hercules is represented by modern media through new media
creation.

Essential Question: How and why is Hercules represented by the modern media?
Objectives: Students will understand both how the modern media represents the hero Hercules and the reasons why they
portray him in certain ways.
M aterials Needed: Hercules film notes, CML resources, all notes from lessons 1-9, digital resources (iPads, laptops, etc.)
Teacher Guided I nstruction:
Step 1: Introduce the task. Students will complete a digital product to answer the essential question. Students must understand
how Hercules is represented and infer reasons as to why this is so. Students must make a valid argument in their final project.
They can make a website, podcast, Vlog, digital story or comic, YouTube video, etc. (See curriculum guide for a list of
resources). Students should use their notes and resources from all modules to plan, create, and present their final project.
Student Guided I nstruction: Step 2: Students should plan both the HOW and the WHY before creating a presentation.
Discussion Groups: Step 3: After planning, students can peer review their initial thoughts for feedback. Once this is complete
and students feel confident in their rationale and argument, they may begin creating their presentions. Depending on the
resources and time allotted, students should have essential 1 day to plan and peer review, and 2 days to complete the presentation
in class. By using digital resources such as Weebly, Prezi, or Pow Toon, students can access these via any device and can put
any finishing touches on their presentations at home.

Presenting the Assessment

An important element for CML is having an authentic audience. Students are able
to share their work with other students, and with the community at large. I prefer
inviting in teachers and students from another class to view the presentations.
Students should set up around the room so that everyone is actively presenting
and teaching others throughout the class. Invite administrators, family members,
and other teachers to help provide students with an authentic audience.
Students can also post links to their projects via a class Google Drive. That way
they can view each other?s work and give feedback, which is essential to
improving their projects.

Image citations:
P1: divabetic.wordpress.com
P4: Lucidpress.com
P11: archives.adventistreview.org
P20: disney.wikia.com
P23: canstockphoto.com
P27: www.educatorstechnology.com, lib20.pbworks.com

Student Work Samples:

Sample A: http:/ / herculesmodernmedia.weebly.com/ (select drop-down menu in top left)

Sample B: http:/ / modernmediamistakes.weebly.com/
Sample C: http:/ / herculesmod.weebly.com/
Sample D: https:/ / prezi.com/ vy5xotkjr0d5/ hercules-the-hero/

Thank you for viewing my curriculum project. I want to give a special thank you to
Professor Veronica Garcia who introduced me to Critical Media Literacy. I also am very
grateful to Professor Bobbi Hansen who helped me though the process of taking this idea
and seeing it to fruition. Thank you also to all of my University of San Diego professors and
peers who have helped me in creating, refining, and implementing this curriculum.

About the Author

Jen Gagner
is a gr aduate student in the SOLES pr ogr am at the Univer sity of San Diego.
Dur ing her 10 year s of teaching, she has taught elem entar y, m iddle, and high
school. She m ost r ecently taught 5th Gr ade Latin and English Language Ar ts at
The Equity Pr oject Char ter School in M anhattan and cur r ently teaches m iddle
school Latin in New Jer sey. Jen is passionate about educational equity and
cr itical m edia liter acy. Follow her on Tw itter @jengagner for m or e infor m ation
on cr itical m edia liter acy, cur r iculum ideas, and pr ofessional developm ent.