The hero section should begin with discussion and questions. The students by now are familiar with the gods and the way the gods become involved the lives of mortals, They should be ready to discuss heroes.
Questions:
What makes a hero? Does a hero have special qualities?
Did heroes only live a long time ago?
Are heroes superhuman? Do they have to be?
What heroes do you know about? What makes them heroes?
Have we read about anybody who might be considered a hero?
Can a god be called a hero? Why or why not?
What is the main difference between Prometheus and a hero?
These questions should start the class thinking about heroes and the making of a hero. Since the class is moving from reading about gods to reading about heroes, the distinction between immortality and mortality should be made clear. Prometheus is, of course, a hero because of his gift to man and his sacrifice, yet the difference between gods and men should be reinforced. Prometheus, as a god, is not the same kind of hero as Herakles.
At this point, the students should write a very short paper describing what they think a hero is. The paper should be open-ended and.allow for differences Students may write about a real person they think is heroic or they may write from their imaginations. The papers should be kept to be looked at again at the end of the unit.
Readings:
Stories of Herakles
Myth, Fables and Folktales Myths and their Meanings
D’Aulaire’s
Book of the Greek Myths
Since the students have all heard of Herakles, it is easy to begin the readings with his adventures, starting with the first danger from Hera when he is still a baby.
The students will probably become quite partisan and get very angry every time Hera appears to ‘start trouble‘ for Herakles. Although there is no need to memorize the Labors, the students might want to pick a favorite Labor and illustrate it. They should also describe another adventure of Herakles or add the Thirteenth Labor.