Now prompt the students to think about persons who are “media heroes” or famous heroes in the news. Have students work in cooperative groups of four to record names of “famous heroes in the news” on chart paper with markers. Each student should contribute two names.

• The teacher should model the next step: Select one of the heroes from a group’s list. Without letting the class know who it is, pantomime that person doing a heroic act. Let the class try to guess who the “media hero” is. In discussion, draw out actions and characteristics of that hero as they guess (e.g., courageous, leader, rich, powerful, makes speeches, sings, performs, plays basketball, wins, touchdowns, etc.).
• Next, in cooperative groups, have students take turns acting out one of the famous heroes from their group’s list by doing pantomimes of that individual doing a heroic act. In small groups guess the hero. The teacher should encourage small group discussion of characteristics and actions taken.
• Using Storyboarding Group Process (Attachment One) have the small groups list those words that describe the character traits and actions of the media heroes from their list on to self stick notes. Each person should contribute at least five self stick notes, with one word or concept on each. On the bottom half of the chart paper, groups should arrange words into categories and label them.
• Write the term common good on the board or chart paper. Define it as “the wealth shared by the whole group of people.” Discuss the meaning of the term. Ask for examples of the kinds of “wealth” that the common good might entail. Begin a guided discussion with the following questions:
  • Do these media heroes contribute to the common good? If so, how?
  • What about the heroes of our community? Do they work for the common good?
  Explain that in this unit, the class will learn the stories of everyday local heroes who work for the common good.
• Challenge each small group to develop a simple definition of common good. Share group results. Write the following statement on the board or chart paper, “The common good requires that citizens have the commitment and motivation to work together with other members for the greater benefit of all.” Discuss.
• Using both student and teacher-provided definitions, come to consensus on a working definition of common good. Each student should copy the working definition on to Everyday Heroes for the Common Good (Attachment Two).
• Explain: “We know who the media heroes are, but who are the everyday heroes who work for the common good?” Direct students to the computer lab or media center to select an everyday hero of the common good from the Web site: http://www.giraffe.org. Click on “Heroes.” In cooperative groups, each student should read a one-page story about a different hero. Students should briefly re-tell their stories to the rest of their group.
• Students should repeat the storyboarding group process, but this time, listing the characteristics and actions of their “everyday heroes” (e.g. motivated, committed, courageous, risk-taking, caring, generous). Have a few groups report their storyboards.
• Through guided discussion build a working list of characteristics and actions of everyday heroes who work for the common good. Students should enter these on their worksheets.
• After groups briefly review their two storyboards and compare the characteristics and actions of famous versus everyday heroes, draw a Venn Diagram on large chart paper and have the whole group compare and contrast the two types of heroes:

  Characteristics and Actions of

• (See Parent/Home Connection.) Ask students: “Who are the everyday heroes committed to the common good in our community? Tonight, ask your parents or guardians to identify three everyday heroes in our community, and describe how they’re taking action for the common good. Make sure to share with them our working definition of the common good and the characteristics and actions of heroes.” (This is also written into Attachment Two.)