Heroic Qualities Analysis
Exploring Cultures: Adapting in a Global WorldChapter 6: Hero Stories
Jump to section 1: Introduction.Jump to section 2: Resolving Conflict With Stories.Jump to section 3: Hero Stories.Jump to section 4: "David and Goliath".Jump to section 5: "The Legend of Nanabozho".Jump to section 6: Hair Love.Jump to section 7: Chapter in review.
CHAPTER 6 Hero Stories
Introduction
As you read in Chapter 5, stories often have a universal theme–a central idea, lesson, or topic that readers can take and apply to their own lives. Some common themes in stories include coming of age (which we saw in Amy Tan's "Fish Cheeks") or death and rebirth (which we saw in Leslie Marmon Silko's "A Man to Send Rain Clouds"). We'll be looking at one theme in particular that resonates across many cultures: heroism. We will
· Explore how stories help with conflict resolution.
· Examine the role of hero stories in popular culture.
· Engage with three different hero stories and consider heroic qualities.
· Consider how hero stories can help improve your problem solving skill.
Resolving Conflict With Stories
As we’ve been learning over the past few chapters, storytelling is an essential part of human culture. Stories help children learn morals and figure out how to make ethical decisions. As teaching tools, they’re an important part of passing traditions down from one generation to the next. Stories written by people a long time ago can help us discover our own past; stories that we write today will help future generations know us—and know themselves—better.
Stories and storytellers captivate children while passing traditions down from one generation to the next.
One of the most common themes we find in stories is conflict. Stories as connected series of events are often structured around a conflict. The conflict builds through the early part of the story, comes to a crisis point at the story's climax, and then generally gets resolved by the end, even if the resolution is an unhappy one. It shows up in myths, legends, and fairy tales–think of Little Red Riding Hood and the Big Bad Wolf, for example. Conflict between good and evil even plays a prominent role in many religious beliefs around the world.
Why does conflict structure so many of our stories? Perhaps because it's such a universal experience. Whether it's on the massive and destructive scale of warfare or the tiny and aggravating scale of siblings bickering with each other, conflict is part of the human past and the human present. The good news is that conflict resolution is just as much a part of who we are.
PAUSE AND THINKWhat role does conflict play in a story?
Throughout this course, you're learning habits and strategies that contribute to effective conflict resolution. Thinking critically and challenging your own assumptions help you to understand the causes of conflicts and consider the ramifications of various solutions. And building connections with others helps you commit more fully to finding solutions to conflicts when they arise. Part of how we build those connections with people from other cultures is through stories about things we have in common. With our stories in this chapter, we'll be looking at one particularly common theme across cultures: heroes.
Hero Stories
If you look at modern popular culture, it's not hard to tell that people love hero stories. We love movies about heroes, like Star Wars and Moana. We love news stories with a hero who saves the day, like Bridger Walker when he protected his little sister, or like Captain "Sully" Sullenberger when he successfully landed a passenger jet in the Hudson River in 2009, saving everyone on board. We love heroes so much that we came up with superheroes, who use their supernatural abilities to fight against evil forces.
Ulysses and Sirens (mosaic, 2nd century AD). The Odyssey is a hero story from ancient Greece, in which we follow the hero Odysseus, king of Ithaca, on his journey home after the Trojan War.
The heroes of current pop culture are part of a long cultural tradition. Some of the earliest stories that survive are heroic epics, such as the ancient Sumerian Epic of Gilgamesh (ca. 1600 BCE) or the Greek Iliad and Odyssey (ca. 700 BCE). Epic stories of heroes were often part of oral traditions in which trained poets or storytellers verbally passed stories down through generations. The ancient epics we know today are the ones that were eventually written down, which helped them survive the centuries.
What Makes a Hero?
Clearly, heroes are compelling figures. This may be because hero stories tend to follow certain patterns. In the 1940s, literature scholar Joseph Campbell wrote about the hero's journey, a sequence of events that he identified in stories from around the world. Heroes, for example, often start as part of the ordinary world. They're called to go on a quest or adventure that involves traveling from the known to the unknown–and as part of this process, they realize that they have a greater purpose to fulfill. As their confidence and sense of self grows, they face challenges, temptations, and battles. Finally they return to the ordinary world, transformed. These adventures show that not only can people triumph over enemies, but they can use hard work to grow and develop the skills they need to succeed.
POINT TO REMEMBERHero stories show that people can use hard work to grow and develop the skills they need to succeed.
Clearly, heroes are compelling figures. This may be because hero stories tend to follow certain patterns. In the 1940s, literature scholar Joseph Campbell wrote about the hero's journey, a sequence of events that he identified in stories from around the world. Heroes, for example, often start as part of the ordinary world. They're called to go on a quest or adventure that involves traveling from the known to the unknown–and as part of this process, they realize that they have a greater purpose to fulfill. As their confidence and sense of self grows, they face challenges, temptations, and battles. Finally they return to the ordinary world, transformed. These adventures show that not only can people triumph over enemies, but they can use hard work to grow and develop the skills they need to succeed.
The pattern of hero stories is part of our cultural perspective–it's something so fundamentally part of our culture that we're exposed to it from childhood on. We know what to expect overall when we watch a new Star Wars installment or the latest superhero movie, even though some of the details might surprise us. Researchers have found that people prefer listening to music that contains a few unexpected elements mixed in with familiar patterns (Gold et al., 2019). Maybe the same idea is at work with hero stories–it feels good to be surprised while also being pretty sure that the hero will still save the day.
Types of Heroes
Although hero stories have some things in common, not all heroes are the same. When you think of a hero, what may come to mind is the classic warrior hero who uses strength, skill, and bravery to defeat an enemy. There are many kinds of heroes, though, and in this chapter we'll be looking at hero stories featuring a variety of heroic qualities:
· Underdog heroes who don't fit the mold of a warrior but still meet a challenge with courage, like David from "David and Goliath".
· Teaching heroes who help humanity by being wise and providing essential tools, like the Native American hero Wanabozho.
· Everyday heroes who don't have special abilities but still perform heroic deeds for the people around them, like we'll see in the short film Hair Love.
Learning From Heroes
Like all stories, hero stories can also help us broaden our cultural perspectives. We can explore the similarities and differences between heroic qualities from different cultures, practicing the comparing and contrasting that we worked on in Chapter 5. We can also look to heroes for examples of problem solving and critical thinking.
No matter what their specific qualities are, people are defined as heroes when they face and overcome serious challenges. Most heroes are problem solvers. They use their particular talents—strength, courage, innovative thinking—to work through difficult situations. They use critical thinking to figure out which strategies will get the best result. Problem solving may not sound like an exciting and heroic activity, but it's an essential part of any hero story!
On the next page, you'll read some background information about your first artifact in this chapter–the story of "David and Goliath," which you may already know! When you get to the story, see if you can identify the heroic qualities that the characters display.
"David and Goliath"
Preview "David and Goliath"
Our first story is a classic hero tale that you may already be familiar with. On this page, you'll preview it by considering some background information. Then you'll build your notes as you read and analyze the story.
Story Background
The story of David and Goliath comes from the Hebrew Bible, a collection of writings that form the basis for both the Jewish and Christian religions. More specifically, it comes from the first book of Samuel, one of several books of the Bible that tell the ancient history of the Jewish people (Grant, Fredrickson, et al., 2020). The first book of Samuel tells the 3,000-year-old story of Samuel, a holy man and prophet; of Saul, who was anointed King of Israel by Samuel; and of David, a young shepherd from Bethlehem who rose to a prominent place in Saul's court. We don't know who recorded the story, but scholars think it was written down between 600 and 500 BCE (Grant, Fredrickson, et al., 2020). Like other chapters of the Old Testament, the book of Samuel was written in Hebrew and later translated into Greek, Latin, and eventually other languages such as English (Harmon and Holman, 2003).
The Bible is a sacred text to people around the world, but it has also had profound influence on literature–and that's how we'll be approaching the story of David and Goliath. Like any religious text, the Bible can be studied as a work of literature by reading closely and identifying common literary elements (such as symbolism, allegory, plot, setting, and poetic devices like meter or rhyme). Literary analysis focuses on a close study of the text itself and how it is constructed to create meaning rather than on the religious significance or implications of the text (Crain, 2010).
Now that you've previewed the text, it's time to read the story. The questions in the webtext will help you continue to build your reading notes.
Read your next story, "David and Goliath" from the first book of Samuel.
Now that you've previewed this story, it's time to dive in. As we just discussed, you may already be familiar with what happens in this story, even if you haven't read the story itself. Try to approach it with fresh eyes, though, and consider what kind of heroic qualities David needs in the story.
Tips for reading: Once again, take a moment to focus your attention before you start reading. Find your quiet place or put your headphones on, and try to minimize distractions. As you read, notice how the story makes you feel.
David and Goliath
1 Samuel 17: 1–37
The Philistines gathered their troops for battle. They assembled at Socoh in Judah. They camped in Ephes Dammim, between Socoh and Azekah. 2 Saul and the Israelite army assembled and camped in the valley of Elah, where they arranged their battle lines to fight against the Philistines. 3 The Philistines were standing on one hill, and the Israelites on another hill, with the valley between them.
4Then a champion came out from the camp of the Philistines. His name was Goliath; he was from Gath. He was close to seven feet tall. 5 He had a bronze helmet on his head and was wearing scale body armor. The weight of his bronze body armor was 5,000 shekels. 6 He had bronze shin guards on his legs, and a bronze javelin was slung over his shoulders. 7 The shaft of his spear was like a weaver's beam, and the iron point of his spear weighed 600 shekels. His shield bearer was walking before him.
8Goliath stood and called to Israel's troops, "Why do you come out to prepare for battle? Am I not the Philistine, and are you not the servants of Saul? Choose for yourselves a man so he may come down to me! 9 If he is able to fight with me and strike me down, we will become your servants. But if I prevail against him and strike him down, you will become our servants and will serve us." 10 Then the Philistine said, "I defy Israel's troops this day! Give me a man so we can fight each other!" 11 When Saul and all the Israelites heard these words of the Philistine, they were upset and very afraid.
Above image: According to Biblical historians, Saul (c. 1020 BCE, shown here in a 19th century sculpture by William Wetmore Story) was the first ruler of the kingdom of Israel. He united Israelite tribes under threat from the Philistines and was eventually killed in battle.
12Now David was the son of an Ephrathite named Jesse from Bethlehem in Judah. He had eight sons, and in Saul's days he was old and well advanced in years. 13 Jesse's three oldest sons had followed Saul to war. The names of the three sons who went to war were Eliab, his firstborn, Abinadab, the second oldest; and Shammah, the third oldest. 14 Now David was the youngest. While the three oldest sons followed Saul, 15 David was going back and forth from Saul in order to care for his father's sheep in Bethlehem.
16Meanwhile for forty days the Philistine approached every morning and evening and took his position. 17 Jesse said to his son David, "Take your brothers this ephah of roasted grain and these ten loaves of bread; go quickly to the camp to your brothers. 18 Also take these ten portions of cheese to their commanding officer. Find out how your brothers are doing and bring back their pledge that they received the goods. 19 They are with Saul and the whole Israelite army in the valley of Elah, fighting with the Philistines."
20So David got up early in the morning and entrusted the flock to someone else who would watch over it. After loading up, he went just as Jesse had instructed him. He arrived at the camp as the army was going out to the battle lines shouting its battle cry. 21 Israel and the Philistines drew up their battle lines opposite one another. 22 After David had entrusted his cargo to the care of the supply officer, he ran to the battlefront. When he arrived, he asked his brothers how they were doing. 23 As he was speaking with them, the champion named Goliath, the Philistine from Gath, was coming up from the battle lines of the Philistines. He spoke the way he usually did, and David heard it. 24 When all the men of Israel saw this man, they retreated from his presence and were very afraid.
25 The men of Israel said, "Have you seen this man who is coming up? He does so to defy Israel. But the king will make the man who can strike him down very wealthy! He will give him his daughter in marriage, and he will make his father's house exempt from tax obligations in Israel."
26 David asked the men who were standing near him, "What will be done for the man who strikes down this Philistine and frees Israel from this humiliation? For who is this uncircumcised Philistine, that he defies the armies of the living God?" 27 The soldiers told him what had been promised, saying, "This is what will be done for the man who can strike him down."
28 When David's oldest brother Eliab heard him speaking to the men, he became angry with David and said, "Why have you come down here? To whom did you entrust those few sheep in the wilderness? I am familiar with your pride and deceit! You have come down here to watch the battle."
29 David replied, "What have I done now? Can't I say anything?" 30 Then he turned from those who were nearby to someone else and asked the same question, but they gave him the same answer as before. 31 When David's words were overheard and reported to Saul, he called for him.
32 David said to Saul, "Don't let anyone be discouraged. Your servant will go and fight this Philistine!" 33 But Saul replied to David, "You aren't able to go against this Philistine and fight him. You're just a boy! He has been a warrior from his youth."
34 David replied to Saul, "Your servant has been a shepherd for his father's flock. Whenever a lion or bear would come and carry off a sheep from the flock, 35 I would go out after it, strike it down, and rescue the sheep from its mouth. If it rose up against me, I would grab it by its jaw, strike it, and kill it. 36 Your servant has struck down both the lion and the bear. This uncircumcised Philistine will be just like one of them, for he has defied the armies of the living God." 37 David went on to say, "The Lord who delivered me from the lion and the bear will also deliver me from the hand of this Philistine." Then Saul said to David, "Go! The Lord will be with you."
38 Then Saul clothed David with his own fighting attire and put a bronze helmet on his head. He also put body armor on him. 39 David strapped on his sword over his fighting attire and tried to walk around, but he was not used to them. David said to Saul, "I can't walk in these things, for I'm not used to them." So David removed them. 40 He took his staff in his hand, picked out five smooth stones from the stream, placed them in the pouch of his shepherd's bag, took his sling in hand, and approached the Philistine
Above image: Like other shepherds at the time, David used a sling and stones to protect his flock from predators. The sling was a highly effective and accurate weapon, and soldiers even used it in battle.
38 Then Saul clothed David with his own fighting attire and put a bronze helmet on his head. He also put body armor on him. 39 David strapped on his sword over his fighting attire and tried to walk around, but he was not used to them. David said to Saul, "I can't walk in these things, for I'm not used to them." So David removed them. 40 He took his staff in his hand, picked out five smooth stones from the stream, placed them in the pouch of his shepherd's bag, took his sling in hand, and approached the Philistine.
41 The Philistine, with his shield bearer walking in front of him, kept coming closer to David. 42 When the Philistine looked carefully at David, he despised him, for he was only a ruddy and handsome boy. 43 The Philistine said to David, "Am I a dog, that you are coming after me with sticks?" Then the Philistine cursed David by his gods. 44 The Philistine said to David, "Come here to me, so I can give your flesh to the birds of the sky and the wild animals of the field!"
41 The Philistine, with his shield bearer walking in front of him, kept coming closer to David. 42 When the Philistine looked carefully at David, he despised him, for he was only a ruddy and handsome boy. 43 The Philistine said to David, "Am I a dog, that you are coming after me with sticks?" Then the Philistine cursed David by his gods. 44 The Philistine said to David, "Come here to me, so I can give your flesh to the birds of the sky and the wild animals of the field!"
Above image: The javelin was considered an advanced weapon. Made of metal and tapered to a sharp point, it could be hurled to strike enemies from a distance.
45 But David replied to the Philistine, "You are coming against me with sword and spear and javelin. But I am coming against you in the name of the Lord of Heaven's Armies, the God of Israel's armies, whom you have defied! 46 This very day the Lord will deliver you into my hand. I will strike you down and cut off your head. This day I will give the corpses of the Philistine army to the birds of the sky and the wild animals of the land. Then all the land will realize that Israel has a God, 47 and all this assembly will know that it is not by sword or spear that the Lord saves! For the battle is the Lord's, and he will deliver you into our hand."
48 The Philistine drew steadily closer to David to attack him, while David quickly ran toward the battle line to attack the Philistine. 49 David reached his hand into the bag and took out a stone. He slung it, striking the Philistine on the forehead. The stone sank deeply into his forehead, and he fell down with his face to the ground.
50 David prevailed over the Philistine with just the sling and the stone. He struck down the Philistine and killed him. David did not even have a sword in his hand. 51 David ran and stood over the Philistine. He grabbed Goliath's sword, drew it from its sheath, and after killing him, he cut off his head with it. When the Philistines saw their champion was dead, they ran away.
Above image: David's moment of triumph over Goliath has been a favorite subject of artists for centuries, as we can see in this 1866 etching.
52 Then the men of Israel and Judah charged forward, shouting a battle cry. They chased the Philistines to the valley and to the very gates of Ekron. The Philistine corpses lay fallen along the Shaaraim road to Gath and Ekron. 53 When the Israelites returned from their hot pursuit of the Philistines, they looted their camp. 54 David took the head of the Philistine and brought it to Jerusalem, and he put Goliath's weapons in his tent.
55 Now as Saul watched David going out to fight the Philistine, he asked Abner, the general in command of the army, "Whose son is that young man, Abner?" Abner replied, "As surely as you live, O king, I don't know." 56 The king said, "Find out whose son this boy is."
57 So when David returned from striking down the Philistine, Abner took him and brought him before Saul. He still had the head of the Philistine in his hand. 58 Saul said to him, "Whose son are you, young man?" David replied, "I am the son of your servant Jesse in Bethlehem."
1 Samuel 17:1–58 quoted by permission from the NET Bible® copyright ©1996, 2019 by Biblical Studies Press, L.L.C. http://netbible.com. All rights reserved.
Summarize the Story
You've just read "David and Goliath" from the book of Samuel in the Bible. Pause for a moment to think about the story. Notice how you're feeling. Look back at the highlights and notes you made while you were reading. Then build your summary by answering the questions below.
Now that you've summarized the story, your next step is to interpret its meaning and consider your connections with it. Questions on the next page will walk you through the rest of your analysis.
Analyze "David and Goliath"
Once you've noted what happens in the story, it's time to dig deeper with the Interpret and Connect steps. Start by interpreting: What theme or main idea can you identify in the story? What do you think the author meant to communicate—is this story meant to teach a lesson or change your mind about something? What details in the story back up your interpretation?
Interpret the Meaning
When you interpret the story, you're thinking about its meaning, and also thinking about how the author's choices about elements like plot or symbolism help to communicate that meaning to readers. Remember that it's important to back up your interpretation with evidence from the story, just as you did when you interpreted art and music.
Use the writing template tool by returning to your webtext.
Connect with the Story
Now it's time to connect with the story. Think about the values you can identify in the character's actions or decisions. Then consider how they connect—or don't connect—with your own. Finally, reflect on how your cultural perspective influenced your response to the story.
Use the writing template tool by returning to your webtext.
As in previous chapters, your answers to these questions, and to the questions on the previous pages, will be saved as your reading notes.
Next we'll read a story featuring a figure who doesn't battle giants, but still serves as a hero to his people.
"The Legend of Nanabozho"
Preview "The Legend of Nanaboozho"
You just read "David and Goliath," a biblical hero story from the book of Samuel. Our next story comes from a Native American cultural tradition, and it describes a different type of hero. As usual, we'll start by previewing it with some background information.
Story Background
"The Legend of Nanabozho" is told by Aboriginal storyteller, Alanis Obomsawin who tells the story of Nokomis and Winona and the birth of Nanabozho. Another Native American writer, Anne M. Dunn, has turned Nanabozho into a short story called "The Birth of Wanabozho." Dunn says about the importance of stories, "If our kids don't have their stories they're going to get lost on the journey. Lost. We should be passing them on to our young people so they'll have something to hold onto when they reach that dark hole. Because everybody's going to be there some time. There's a dark hole for all of us" (MPR News, 2016).
Now that you've previewed the text, it's time to listen to the story. The questions in the chapter will help you continue to build your reading notes.
The link to listen to the story, "The Legend of Nanabozho" as told by Alanis Obomsawin, can be found in the courseroom. Return to this chapter when you're done.
Remember to keep an eye out for the topic of heroes. How do the heroic qualities in this story compare to the heroic qualities in "David and Goliath"?
Tips for Listening: Take a moment to focus your attention before you begin. Find your quiet place or put your headphones on, and try to minimize distractions. As you read, notice how the story makes you feel and take notes to help you remember your thoughts and impressions about the story.
Before you continue, listen to "The Legend of Nanaboozho" in the courseroom. Return to this chapter after you have studied this artifact.
Summarize The Story
You've just listened to "The Legend of Nanabozho." Pause for a moment to think about the story. Notice how you're feeling. Look back at the highlights and notes you made while you were reading.
Your next step is to interpret its meaning and consider your connections with it. Questions on the next page will walk you through the rest of your analysis.
Analyze "The Legend of Nanabozho"
Now it's time for the Interpret and Connect steps. Start by interpreting: What theme or main idea can you identify in the story? What do you think the author meant to communicate–is this story meant to teach a lesson or change your mind about something? What details in the story back up your interpretation?
Interpret the Meaning
Remember, when you interpret the story, you're thinking about its meaning, and also thinking about how the author's choices about elements like plot or symbolism help to communicate that meaning to readers. Remember that it's important to back up your interpretation with evidence from the story, just as you did when you interpreted art and music.
Connect with the Story
Now it's time to connect with the story. Think about the values you can identify in the character's actions or decisions. Then consider how they connect—or don't connect—with your own. Finally, reflect on how your cultural perspective influenced your response to the story.
Hair Love
Preview Hair Love
So far, you've read about an underdog hero who used agility to battle a giant and about the origins and birth of a wise hero who taught his people how to use fire and care for one another. Now we're going to consider a third type of hero: the everyday hero. These are the heroes we encounter most often, and for that reason their stories can affect us the most. With what seem like small actions, they make an enormous difference for the people they love.
Your last story of Chapter 6 comes in the form of a short film. Take a moment to preview it by reading some background information about the filmmaker and answering the questions.
Film Background
The creator of Hair Love, Matthew A. Cherry (b. 1981), was born and raised in Chicago and now lives in Los Angeles. Cherry's first career was as a professional football player, but he left the NFL after an injury. Fortunately, he had earned a degree in media from the University of Akron, and he went to work in the entertainment industry. Cherry is now a writer, director, and producer involved in a variety of television and web series, music videos, and feature films. The 2019 release Hair Love is Cherry's first animated short film, and it won an Academy Award in 2020 (Goist, 2020).
It's time to watch it. Even though it's a film instead of a written story, questions in the chapter will still help you create reading notes. Remember to be on the lookout for this chapter's theme of heroic qualities–as you watch, consider how the characters act as heroes to one another.
Hair Love is the story of an African American father trying to help his young daughter with her hair in the absence of her mother. The ritual of combing and styling a child's hair often creates a deep, loving bond, and in African American communities, ornate hairstyles and long styling sessions are frequently a part of growing up (Lewis, 2016). Research has shown that, particularly between Black mothers and daughters, hair styling can be a bonding experience that helps promote healthy parent-child relationships (Lewis, 2016). As you watch Hair Love, think about the meaning of the film's title and about how parents create connections with their children. And remember to look for heroes in the story. Who serves as a hero to the other characters? What kind of heroic qualities do they have?
Tips for Viewing: Just as you did with the previous chapter's short film, take a moment to focus yourself. Find your quiet place or put your headphones on. When you watch the video, expand it to the full-screen view if possible. As you watch, notice how the film makes you feel. Jot down notes to help you remember your thoughts and impressions about the story.
Before you continue, view Hair Love by Matthew A. Cherry in the courseroom. Return to this chapter after you have studied this artifact.
Now that you've finished the film, a little more context around issues related to the film's topic may help you with your interpretation. In recent years, the issue of hair discrimination has received increasing attention in U.S. culture. Hair discrimination is a form of racial discrimination. A 2019 study found that African American women in the workplace were more likely than other workers to be sent home because of their hairstyle (Arefin, 2020). There are also numerous instances of Black school children facing detention, expulsion, and other reprimands over their natural hairstyles and textures (Griffith, 2019). In recognition of this pattern of prejudice, some states have recently passed laws that include hairstyle as a protected characteristic, and therefore one that cannot be the basis for any form of discrimination (Arefin, 2020). When Matthew Cherry accepted his Academy Award for Hair Love, he used that moment to advocate for the CROWN Act, an effort to pass state-by-state legislation against hair discrimination (McGregor, 2020).
Summarize the Story
Now that you've finished watching Hair Love, pause for a moment to think about what you saw. Notice how you're feeling. Look back at any notes you made while you were watching.
Analyze Hair Love
Now it's time for the Interpret and Connect steps. Start by interpreting: What do you think the writer and director meant to communicate—is this film meant to teach a lesson or change your mind about something? What details in the story back up your interpretation?
Interpret the Meaning
the author's choices about elements like plot or symbolism help to communicate that meaning to readers. Remember that it's important to back up your interpretation with evidence from the story, just as you did when you interpreted art and music.
Connect with the Story
Now it's time to connect with the film and the story it tells. Think about the values you can identify in the characters' actions or decisions. Then consider how they connect—or don't connect—with your own. Finally, reflect on how your cultural perspective influenced your response to the film.
Chapter 6 in Review
You've done a lot over the past three weeks! You've read stories about decision making from diverse cultures, used critical thinking to compare cultures and traditions, and encountered heroes with a variety of problem solving strategies.
Here's a review of what you learned:
· Read about hero stories as key parts of many cultures.
· Considered heroes as problem solvers and critical thinkers.
· Engaged with ancient and modern hero stories.
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