Nicholas King
The Hero in the Western Literary Tradition
I. Introduction
a. Theme: Heroism in the Western Literary Tradition
b. Class: English
c. Grade: 9th
d. Estimated reading Range +/- 4 G.E.’s
This text set centers around the idea of the hero in western literature and mythology. It
centers on a modular unit that is intended to illustrate the changes that the idea of heroism has
gone through from earlier traditions on into the modern day. Ideally, the unit will consist of two
or three books (depending on the types of readers in the class and the time and resources
available) with one or two supplementary readings and perhaps a video. Each text provides its
own perspective on what defines heroism and how heroes interact with society (although some of
the texts have closer definitions than others). Reading these texts will give students a clearer
understanding of the role that heroism and storytelling plays in society.
The text set provides for a unifying theme across several genres of literature, including
novels, epic poetry, comics and even film. This will help students to draw connections between
these vastly different forms of literature and compare and contrast their uses in the context of the
theme. They will be able to understand the importance of the texts both within the context of
their own genre, but also in a historical context and how it has influenced or been influenced by
the other text. Beyond that, the fact that these texts tend to be both adventures as well as morality
tales will help ensure that your students stay engaged in the reading and comes to class wanting
to discuss what they have been reading. Heroism is something that is innately interesting to
human beings, and discussing the nature of it can lead to new and exciting way of discussing
both the literary and the philosophical aspects of the texts.
II. SOL Connection
Reading Analysis
9.3
The student will read and analyze a variety of literature.
a) Identify format, text structure, and main idea.
b) Identify the characteristics that distinguish literary forms.
c) Use literary terms in describing and analyzing selections.
d) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
e) Explain the relationship between the author’s style and literary effect.
f) Describe the use of images and sounds to elicit the reader’s emotions.
g) Explain the influence of historical context on the form, style, and point of view of a
written work.
9.4
The student will read and analyze a variety of informational materials (manuals,
textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials,
including journals, essays, speeches, biographies, and autobiographies.
a) Identify a position/argument to be confirmed, disproved, or modified.
d) Identify questions not answered by a selected text.
e) Extend general and specialized vocabulary through speaking, reading, and writing.
1. Beowulf
Readability Level: 9
Used How: Instructionally
By Whom: Readers above grade level.
a. Introduction and Summary
This epic poem is the first major work of the English language and also the first hero of
English literature. It will fulfill the SOL requirement “The student will read and analyze the
development of British literature and literature of other cultures.” It will serve as a good
introduction to ideas of literary heroism.
It is the story of a Nordic warrior who travels to a foreign land to help protect a king and
his people from a monster called Grendel in order to prove his worth. After defeating Grendel in
hand-to-hand combat, the mead hall is again attacked by another creature, the mother of Grendel.
He then returns to his home country a champion. Fifty years later, Beowulf has been made a king
and must once more return to battle against a fierce dragon who threatens his people. This time,
however, while Beowulf still emerges triumphant, his wounds prove fatal and he dies defending
his people.
b. Rationale
Though this poem has some odd cultural elements that the students may not understand,
the story is an exciting one and Seamus Heaney’s translation is very accessible and manages to
be a beautiful poem in addition to staying close to the original phrasing. As the first hero in
English literature, Beowulf is also an excellent introduction to the idea of the Hero with a
Thousand Faces. Many of the ideas about heroism present in the book will also appear in some
of the other works in the text set (“The Beowulf Paradigm”).
c. Usage of Text
This book will be read outside the classroom, since it is relatively short and the
vocabulary isn’t too difficult, and this book is intended for use with the advanced module. There
will be a lecture before preparing students for some of the major themes and basic plot of the
poem and a discussion afterwards on what characteristics they saw in Beowulf that made him a
hero. Since this is the introductory text in this unit, this would be part of the preparation phase of
PAR. It will set up a lot of the ideas that they will see repeated in the other texts.
d. Readability.
The text comes up as a 9th grade level text on the Fry chart. The words are all relatively
simple and the text itself is less than100 pages long. However, the use of kennings and some of
the cultural idiosyncrasies may be a bit difficult for the students to understand, so they will be
discussed in the introductory lecture. In addition, the narrative may be difficult for some students
to follow since it is an epic poem, a genre they may be unfamiliar with. Hopefully, the lectures
and discussions will make it easier to follow.
e. Reference
Donoghue, Daniel. (2002). Beowulf. (Seamus Heaney, Trans.). New York: W.W. Norton and
Company.
2. Bone
Readability Level: 2
Used How: Independently
By Whom: All level readers
a. Introduction and Summary
Bone is a comic book adventure of epic length that is perfect for readers of all ages. Over
the course of its publication, it was awarded with 11 Harvey Awards and 10 Eisner Awards,
making it one of the most decorated comic series of all time. It tells the story of three cousins,
Fone, Phoney and Smiley Bone, who get run out of their homeland of Boneville and wind up in
the mysterious Valley. There, they find themselves quickly embroiled in an ancient conflict
between the human inhabitants of the valley and the rat-creatures. However, soon things get even
more complex as the Bones find themselves interacting with dragons, exiled royalty and an
ancient prophesy, all while trying to keep the people of the Valley from killing them over
Phoney’s constant money-making schemes and Smiley’s impish sense of humor.
b. Rationale
Even though this book has a very low reading level, it is very long for a comic book (the
entire thing is over 1300 pages long), and it is one of the few books that I’m aware of that
actually is appropriate for all age groups and all levels of readers. The art is beautiful and the
characters are well fleshed-out and engaging. Beyond that, the Bones all follow the Beowulf
Paradigm, just like the characters in the other texts in this text set.
c. Usage of Text
It can be used as the central text of this text set for students who are well below reading
level, or perhaps for struggling ESL students, or it could be used as a secondary text for more
advanced readers who find themselves particularly interested in the subject matter. Because of its
low reading level, this can be read entirely independently, even for students at a lower reading
level. Of course, beyond that, it would be rather difficult to read this book in class, since it is a
comic book (although, perhaps, some parts of it would be fun to do dramatics readings of). This
would be read during the Assistance phase of PAR. However, this book does have a rather high
price tag ($40 for the one-volume edition) so if this is a problem, it can easily be replaced by
another text on this list.
d. Readability
This book is extremely readable. The Fry chart places it on a 2nd grade level, but that is
because, as a comic, the writing is entirely dialogue. I feel that the length somewhat counteracts
this, however. In addition, while the book is easy to read, it is certainly an engaging and
rewarding story for anyone, regardless of their reading level
e. Reference
Smith, Jeff. (2004). Bone. Columbus, Ohio: Cartoon Books.
3. All-Star Superman
Readability Level: 5
Used How: Independently
By Whom: Readers at or below grade level
a. Introduction and Summary
This 12-issue re-imagining of Superman begins with the Man of Steel receiving an
overdose of solar radiation, due to the machinations of Lex Luthor. This mishap gives Superman
greatly boosted strength, speed, intelligence and creativity, as well as all-new powers, however,
it is quickly discovered that it is also killing him quickly. With a his own mortality looming,
Superman is told that before he dies, he will complete 12 tasks that no one else is able to do,
including save the Earth once again from the terrible tyrant sun, Solaris.
b. Rationale.
Superheroes are the modern-day descendants of Beowulf and his ilk, and Superman is the
original superhero. This series does a fantastic job of making Superman seem simultaneously
more human and more mythic than in almost any other incarnation of the character, and unlike
many stories involving the character, this story is completely self-contained. It can be used to
show how heroism is portrayed in modern popular culture, and how the modern take on heroism
has been influenced by works of the past.
c. Usage of Text
This book can be used to illustrate how the characters in the earlier works continue to
influence and inform upon fiction being written today. Hopefully, this text will help to further
underscore the relevance of this subject matter. Superman, and the characters and genre that he
spawned, are simply the modern embodiment of ideals and standards of righteousness human
beings have held for generations. Since it is a comic book, students should not have much of a
problem reading it independently (even if the subject matter does delve into the realm of bizarre
pseudo-science quite often). It is intended to be read following Harry Potter in the intermediate
module, but could conceivably be used with any of the modules.
d. Readbility
The Fry chart places this at a 5th grade reading level, but, like with Bone, this may be
skewed due to it being a comic book. The writer of this book loves to delve into the more bizarre
aspects of comic books from time to time, but this is probably his most accessible work, and a
great superhero comic, even for people completely unfamiliar with the genre.
f. Reference
Morrison, Grant, & Quitely, Frank. (2007). All-Star Superman (Vols. 1-2). New York: DC
Comics.
4.The Essential Iliad
Readability Level: 6/7
Used How: Instructional
By Whom: Readers at or below grade level.
a. Introduction and Summary.
This heavily abridged version of Homer’s famous epic is based off of Stanley
Lombardo’s 1997 translation. It tells the tale of the Trojan War, of the clashing of gods and
heroes in a seemingly never-ending conflict. Though they are perhaps less noble than the other
heroes in this text set, they share a common ancestry. While many of the other heroes have noble
intentions and succeed in the end, both Hector and Achilles, the two main opponents of The
Iliad, die before they can see the seemingly endless war through to the end. On top of that,
Achilles is often displayed as being proud, boastful and a bit of a jerk in general. But they are
both very human characters, who both try to do what they see as right, in spite of a horrible
situation and their own personal shortcomings.
b. Rationale.
The Iliad is what most people think of when they think of an epic and its heroes are
iconic and legendary. Unfortunately, many translations are cumbersome to read and are always
extremely long. This translation, however, is a very simple read and at just over 150 pages, a
very short one as well. It deals with all the major points of the story and fleshes out Hector and
Achilles very well, but does so in a fraction of the length, making Homer’s epic much more
accessible to a wider range of students.
c. Usage of Text
This text is to be the introductory text to the intermediate module. It shows what very
early ideas of heroism were and how they have changed over the years. This text should be read
mostly in the classroom. Even though it is of a lower reading level, the style is still somewhat
archaic (despite the fact that it is a more recent translation) and some readers may have trouble
understanding the text.
d. Readability
This book falls almost exactly on the border between 6th and 7th grade reading levels on
the Fry chart. It is also very short, making this a relatively easy read. However, the educator
should keep in mind that this is a translation of an ancient Greek text and so some of the phrasing
and cultural references may be unfamiliar to modern readers and should prepare appropriate
instruction to counteract any problems that may arise accordingly.
e. Reference
Homer. (2000). The Essential Iliad. (Stanley Lombardo, Trans.). Indianapolis: Hackett
Publishing Company, Inc.
5. The Lord of the Rings
Readability Level: 6
Used How: Instructional
By Whom: Readers above grade level
a. Introduction and Summary
J.R.R. Tolkien was a student of language, mythology and folklore. The Lord of the Rings
and the other books of Middle Earth were his attempt at creating a mythology for England. The
books borrow heavily from earlier mythologies and stories, especially Arthurian lore, Norse
mythology and Beowulf, however, at the same time it is something that is utterly modern and
new.
The story revolves around a group of peaceful, carefree Hobbits (ciphers for average,
everyday people) who become embroiled in an ancient conflict between the power-hungry
Sauron and his minions and the rest of Middle Earth. One of them is charged with the task of
taking Sauron’s ultimate weapon, the One Ring, deep into the corrupted land of Mordor, into
Mount Doom, the only place where it can be destroyed. Three of his fellow Hobbits, two men, a
wizard, a dwarf and an elf are charged to assist him to the best of their abilities. Along the way,
they are forced to face and overcome their worst doubts and fears, and confront the worst
hardship imaginable. However, they are ultimately successful in both saving Middle Earth from
the machinations of Sauron, and complete their own personal development.
b. Rationale
The Lord of the Rings is one of the best tales on heroism I can think of. Tolkien’s
protagonists are all very human, and even the most powerful among them (the wizard, Gandalf)
is impotent next to the power of the evil they must confront. Yet, in spite of that, they never
relinquish hope and they never allow their doubts to get the better of them. It is an inspiring tale
of a handful of people who have to overcome their personal demons and work together for the
sake of the world. It is an excellent choice as the central text to a unit on heroism, as it draws
from almost everything that came before and influenced just about everything after.
c. Usage of Text
The bulk of the time in this unit will probably be spent on this text for classes that are
advanced enough to be using it. It is rather long, so to speed it along, the teacher may want to
assign bits for homework as well as reading in class, so long as the parts read for homework are
summarized or explained in class, or perhaps only assign the first book in the series, The
Fellowship of the Ring.
d. Readability
The Fry graph puts this book at a 6th grade reading level. However, I feel that the
concepts, allusions and imaginative nature of the book, to say nothing of its length, warrant its
inclusion in a higher level classroom. It often reads more like a history than a novel, and includes
a forward and many appendices that are useful in understanding the story.
e. Reference
Tolkien, J.R.R. (1991). The Lord of the Rings. New York: Houghton Mifflin Company.
6. Beowulf: The Monsters and the Critics
Readability Level: 11
Used How: Instructional
By Whom: Readers above grade level
a. Introduction and Summary
This critical essay by J.R.R. Tolkien pretty much single-handedly changed how critics
saw Beowulf. Up until its publication, many people saw Beowulf as a document with some
poorly fleshed-out historical references with some silly things about monsters in there for no
apparent reason. In this essay, Tolkien argues that the monsters are central to Beowulf, that they
are necessary to the story that the poem is telling, rather than a distraction from the historical
references.
b. Rationale
This is an excellent bridge between Beowulf and Lord of the Rings. It shows what Tolkien
was thinking as he was developing his mythology. It also explores why it is necessary for a hero
to confront monsters, both in the world and in himself. It is one of the quintessential criticisms
written on Beowulf, and since it was written by the author of Lord of the Rings, it seems like an
excellent fit.
c. Usage of Text
For more the more advanced classes that are reading Beowulf and Lord of the Rings, it
would be a good idea to read this text in between the two of them. Since this is an academic
paper, however, it can be somewhat difficult to understand, so it would probably be for the best
to set aside class time to read and discuss it to ensure that the students understand it. The text
allows for students to reflect on the first text and also prepare them for the next.
d. Readability
This text is on an 11th grade reading level according to the Fry chart, and it definitely
deserves at least that. Tolkien’s tone for this essay is definitely “stuffy intellectual” and he quotes
from even stuffier intellectuals. It’s clear that Tolkien at least enjoys reading Beowulf, the critics
he is in dialogue with clearly do not, and they say so at great length. This is a very challenging
text, but it is not a terribly long one at under 30 pages, and it could easily be cut down even more
to get at just the main points.
f. Reference
Tolkien, J.R.R. (2005). Beowulf: The Monsters and the Critics. In Daniel Donoghue (ed.),
Beowulf (pp. 103-130). New York: W.W. Norton and Company.
7. The Gunslinger
Readability Level: 6
Used How: Independently
By Whom: Readers above grade level.
a. Introduction and Summary
The Gunslinger is the first part of Stephen King’s Dark Tower series. It is set in a world
where time is broken and the technological know-how of ages past has been lost. Roland
Deschain, the last of the Gunslingers of Gilead (part knight errant, part Man-With-No-Name) is
on a quest to restore order to the world by reaching the enigmatic Dark Tower and climbing it to
the very top chamber. Along the way, he meets Jake, a boy from another world and another time.
Ultimately, Roland must choose between saving Jake and pursuing the Tower.
b. Rationale
Heavily influenced by the writing of Tolkien, The Gunslinger manages to be as
thematically removed from Tolkien as possible. While Tolkien presented characters who
believed in hope in the face of despair, and courage and loyalty above all else, King’s hero is
monomaniacal in the pursuit of his quest. He has lost sight of the purpose of his mission to the
point where only completion of his mission matters. The Dark Tower then becomes the antithesis
to The Lord of the Rings. The two texts can be used in a sort of dialogue with one another.
Students can decide where the line is drawn, when heroes are no longer heroes.
c. Usage of Text
This is to be the last text used in the Lord of the Rings module. Since The Gunslinger is at
once influenced by and antithetical to The Lord of the Rings, it provides an interesting chance for
students to reflect upon the competing worldviews presented in both texts. Reading this book
also brings up the issue of what aspects of heroism are more important. The students will be able
to read this independently. However, this is certainly darker in tone than the other books in this
module, and as such, parental permission should be obtained before attempting to teach it.
d. Readability
According to the Fry chart, this book has about a 6th grade reading level. Although there
is some mature subject matter in this text, particularly violence, the concepts in the book are not
too complex and students should have no trouble understanding it. Unlike Lord of the Rings,
which has a rich and complicated history that readers need to understand, the history of King’s
Mid-World is left purposefully vague and is not necessary to understand the story. Though this
book is a little shorter than The Fellowship of the Ring, it is a much quicker read.
f. Reference
King, Stephen. (2003). The Gunslinger. New York: Signet.
8. Harry Potter and the Sorcerer’s Stone
Readability Level: 7
Used how: Independently
By whom: Readers at or below grade level.
a. Introduction and Summary
The first book of J.K. Rowling’s best-selling series, Harry Potter and the Sorcerer’s
Stone tells the story of a boy who is mistreated by his family, only to one day discover that he is,
in fact, a wizard. In order that he may learn to better control his power, he is taken to Hogwarts, a
private school for young wizards. There he meets new friends and rivals and begins to learn the
truth of his parents’ death and his own destiny.
b. Rationale
The Harry Potter series is the most recent embodiment of Joseph Campbell’s philosophy
of heroism. Though he is supposed to be naturally more powerful than any other magic-user, he
cannot face the evils that beset him alone. Like the characters in many of the other works in this
text set, Harry’s greatest assets are his friends and teachers. It is they who guide him into being
the person he is meant to be: powerful, noble and loyal.
c. Usage of Text
This can be read as the central text for students who are in general or remedial classes. It
contains the same themes and similar characters to The Lord of the Rings, but is set in a world
that is more accessible to readers, since it is modeled to be the modern-day real world, only one
where magic is a reality. Students should be able to see the ideas from about heroism from The
Iliad morph in this text into ideas that are much more identifiable. Students should be able to
read this book independently.
d. Readability
The Fry graph places this book at a 7th grade reading level and that seems about right.
Though this may seem a bit low for the intended grade, the story and characters are engaging and
the series is one of the best examples of Campbell’s monomythology in popular culture today.
When one is discussing the ideas of heroism and what makes a hero, Harry Potter is often to be
found on the list of characters meeting those standards.
f. Reference
Rowling, J.K. (1997). Harry Potter and the Sorcerer’s Stone. New York: Scholastic, Inc.
9. The Hero with a Thousand Faces
Readability Level: 14
Used how: Instructionally
By whom: Readers above grade level
a. Introduction and Summary
Joseph Campbell was one of the world’s best-known scholars in the field of mythology.
His book The Hero with a Thousand Faces explores the idea of a single heroic story, of which all
of the specific instances we are familiar with are simply reflections of that monomyth. For the
purposes of this text set, it is really only necessary to examine the epilogue, “Myth and Society,”
which sums up Campbell’s argument in a brief 8 pages or so.
b. Rationale
Campbell’s ideas on mythology are among the most influential ideas of the 20th century.
Whether you look at them from a sociological, historical, anthropological, or literary perspective,
what he suggests about humanity and our need for storytelling is utterly fascinating.
Furthermore, the ideas he presents in this book apply in some way to each and every text
presented in this text set.
c. Usage of Text
This should be read early in the unit so that students will know what to be looking for in
the other texts they will be reading. Students who are above their grade level in reading may be
able to actually read this with some assistance on behalf of the teacher, but for students at or
below grade level in reading, some close guidance may be needed. For students who have a
particularly difficult time of reading, Campbell also did a series of interviews with Bill Moyers
called The Power of Myth that may be more accessible.
d. Readability.
This is the most advanced text in this text set at a 14th grade level on the Fry chart.
Campbell’s work is certainly rich with ideas and packed with information, and it may be very
difficult to digest all of it at one go. However, as stated earlier, I recommend simply looking at
the Epilogue for the sake of brevity. It contains the broader ideas of the rest of the book without
going into much in the way of specific examples, so it is enough for students to get the point and
know, generally, what to look for in the other texts they examine.
f. Reference
Campbell, Joseph. (2008). Epilogue: Myth and Society. The Hero with a Thousand Faces (329337). Novato, California: New World Library.
10. Star Wars A New Hope
Readability: N/A
Used how: Instructionally
By whom: Students of all reading levels
a. Introduction and Summary
Star Wars: A New Hope was the first part made to the now six-installment long franchise
that tells the story of the rise and fall of an evil galactic overlord and the family at the center or it
all. This installment focuses on Luke Skywalker, a farm boy from a remote planet who learns
that his father was, in fact, a member of an ancient order of warriors, now wiped from the
universe. Together with his father’s old partner, he leaves home to help rescue a captive princess
and deliver plans for the Empire’s ultimate weapon to an army of freedom fighters.
b. Rationale
Star Wars is one of the best modern-day examples of hero mythology, and for good
reason: George Lucas had studied under Joseph Campbell for years before he began work on his
space opera. It reflects Campbell’s ideas about mythology and storytelling are still relevant
today, no matter the medium, no matter the genre. Star Wars uses universal archetypes that
everyone can identify with to tell a story that is as old as storytelling itself, and yet it does so in a
new and imaginative way.
c. Usage of Text
It would be good for the classes studying this unit to watch Star Wars at the conclusion to
it. It is a movie many of them will likely be familiar with, but they will be able to examine it in a
new way, thanks to what they have been studying of heroism in different settings. They will be
able to draw correlations between the plot and characters in Star Wars and the other texts that
they have read in this text set. It will also be a nice opportunity for a break after all the reading
they would have just finished to watch a movie.
d. Readability
Not applicable, but Star Wars is a very accessible movie that has found appeal across
generations, cultures, and time.
Kurtz, Gary (Producer), & Lucas, George (Director). (2004). Star Wars Episode IV: A New Hope
[Motion picture]. United States: Twentieth Century Fox.