NDENTITY EW JOURNEYS OF - J Taylor Education...The quest for IDENTITY The EPIC journey to find the...

DAVID N CHUNG gatepathways.blogspot.com

EMAIL: [email protected]

NEW JOURNEYS OF I DENTITY:

THE HERO’S JOURNEY ARCHETYPE

NEW JOURNEYS OF THE HERO’S IDENTITY

DAVID N. CHUNG. LANGUAGE ARTS, PLACENTIA YORBA LINDA USD.: [email protected] / gatepathways.blogspot.com 2

ARCHETYPES: HERO’S JOURNEY & IDENTITY Analyzing the Character, Tracking the Journey, Discovering Relevance

DEFINITION

§ An original model or pattern from which other later copies are

made, especially a character in action, going through different situations that seem to represent common patterns of human life.

§ Possess particular emotional resonance and power.

§ Erik Erikson: “identity crisis” o The upheaval of old values, mores, norms

§ James Marcia, “States of Identity” for psychological development o Significantly determined by commitments made

regarding personal and social traits o Along with moments of crisis where one’s values and

choices are reevaluated

ESSENTIAL CHARACTERISTICS/ATTRIBUTES or

§ Often include a symbol, a theme, a setting, or a character that some critics think have a common, universal meaning in an entire culture, or even the entire human race.

THE HERO’S JOURNEY ARCHETYPE INCORPORATES: § SYMBOLS (images, “elixirs”, objects of great significance; ideas,

motifs, themes) § SITUATIONS (plot patterns, setting, “moments”) § CHARACTERS (hero, guardians, mentors, villain, etc.) THE HERO’S IDENTITY: § The states or processes the hero undergoes for a

transformation (with tragic or positive consequences) § Non-sequential

KEY COMPONENTS

THE HERO’S JOURNEY: Stage 1: DEPARTURE: The hero is called to adventure, although

he is reluctant to accept.

Stage 2: INITIATION: The hero crosses a threshold into a new, more dangerous world, gaining a more mature perspective.

Stage 3: The ROAD OF TRIALS: The hero is given supernatural aid, endures tests of strength, resourcefulness, and endurance.

Stage 4: THE INNERMOST CAVE: The hero descends into the innermost cave, an underworld, or some other place of great trial. Sometimes this place can be within the hero’s own mind. Because of this trial, the hero is reborn in some way—physically, emotionally, or spiritually. Through this experience, the hero changes internally.

Stage 5: RETURN AND REINTEGRATION with Society: The hero uses his new wisdom to restore fertility and order to the land

THE HERO’S IDENTITY DEVELOPMENT STATUSES (NON-SEQUENTIAL PROCESS):

• FORECLOSURE is the status in which the adolescent seems willing to commit to some relevant roles, values, or goals for the future. Adolescents in this stage have not experienced an identity crisis. They tend to conform to the expectations of others regarding their future (e.g. allowing a parent to determine a career direction). As such, these individuals have not explored a range of options.

• IDENTITY DIFFUSION occurs when the adolescent does not have a sense of having choices; he or she has not yet made (nor is attempting/willing to make) a commitment

• MORATORIUM is the status of a person who is actively involved in exploring different identities, but has not made a commitment.

• IDENTITY ACHIEVEMENT occurs when an individual has gone through an exploration of different identities and made a commitment to one.



TYPES OF HEROES

NAME: DATE: SCORE: ASSIGNMENT:

MAIN POINTS

MY EXAMPLES NOTE CHARACTER’S NAMES AND THE NAME OF LITERATURE/FILM

1. Hero as WARRIOR (Odysseus): A near god-like hero faces physical challenges and external enemies

2. Hero as LOVER (Prince Charming): A pure love motivate hero to complete his quest

3. Hero as SCAPEGOAT (Jesus): Hero suffers for the sake of others

4. TRANSCENDENT Hero: The hero of tragedy whose fatal flaw brings about his downfall, but not without achieving some kind of transforming realization or wisdom (Greek and Shakespearean tragedies—Oedipus, Hamlet, Macbeth, etc.)

5. ROMANTIC/GOTHIC Hero: Hero/lover with a decidedly dark side (Mr. Rochester in Jane Eyre)

6. PROTO-FEMINIST Hero: Female heroes (The Awakening by Kate Chopin)

7. APOCALYPTIC Hero: Hero who faces the possible destruction of society (Fahrenheit 451)

8. ANTI-Hero: A non-hero, given the vocation of failure, frequently humorous (Homer Simpson)

9. DEFIANT ANTI-hero: Opposer of society’s definition of heroism/goodness. (Heart of Darkness)

10. UNBALANCED Hero: The Protagonist who has (or must pretend to have) mental or emotional deficiencies (Hamlet, One Flew Over the Cuckoo’s Nest)

11. The OTHER—the DENIED Hero: The protagonist whose status or essential otherness makes heroism possible (Invisible Man by Ralph Ellison, The Joy Luck Club by Amy Tan)

12. The SUPER-HEROIC: Exaggerates the normal proportions of humanity; frequently has divine or supernatural origins. In some sense, the superhero is one apart, someone who does not quite belong, but who is nonetheless needed by society. (Mythological heroes, Superman)

http://teacherweb.com/OK/OklahoaCityPublicSchools/Barmann/Archetypes.doc.



FREE MINDS AND HEARTS AT WORK JACKIE ROBINSON, THIS I BELIEVE

1. At the beginning of the World Series of 1947, I experienced a completely new emotion when the National Anthem was played. This time, I thought, it is being played for me, as much as for anyone else. This is organized major league baseball, and I am standing here with all the others; and everything that takes place includes me.

2. About a year later, I went to Atlanta, Georgia, to play in an exhibition game. On the field, for the first time in Atlanta, there were Negroes and whites. Other Negroes, besides me. And I thought: What I have always believed has come to be.

3. And what is it that I have always believed? First, that imperfections are human. But that wherever human beings were given room to breathe and time to think, those imperfections would disappear, no matter how slowly. I do not believe that we have found or even approached perfection. That is not necessarily in the scheme of human events. Handicaps, stumbling blocks, prejudices—all of these are imperfect. Yet, they have to be reckoned with because they are in the scheme of human events.

4. Whatever obstacles I found made me fight all the harder. But it would have been impossible for me to fight at all, except that I was sustained by the personal and deep-rooted belief that my fight had a chance. It had a chance because it took place in a free society. Not once was I forced to face and fight an immovable object. Not once was the situation so cast-iron rigid that I had no chance at all. Free minds and human hearts were at work all around me; and so there was the probability of improvement. I look at my children now, and know that I must still prepare them to meet obstacles and prejudices.

5. But I can tell them, too, that they will never face some of these prejudices because other people have gone before them. And to myself I can say that, because progress is unalterable, many of today’s dogmas will have vanished by the time they grow into adults. I can say to my children: There is a chance for you. No guarantee, but a chance.

6. And this chance has come to be, because there is nothing static with free people. There is no Middle Ages logic so strong that it can stop the human tide from flowing forward. I do not believe that every person, in every walk of life, can succeed in spite of any handicap. That would be perfection. But I do believe—and with every fiber in me—that what I was able to attain came to be because we put behind us (no matter how slowly) the dogmas of the past: to discover the truth of today; and perhaps find the greatness of tomorrow.

7. I believe in the human race. I believe in the warm heart. I believe in man’s integrity. I believe in the goodness of a free society. And I believe that the society can remain good only as long as we are willing to fight for it—and to fight against whatever imperfections may exist.

8. My fight was against the barriers that kept Negroes out of baseball. This was the area where I found imperfection, and where I was best able to fight. And I fought because I knew it was not doomed to be a losing fight. It couldn’t be a losing fight—not when it took place in a free society.

9. And; in the largest sense, I believe that what I did was done for me—that it was my faith in God that sustained me in my fight. And that what was done for me must and will be done for others.

In 1947, Jackie Robinson pioneered the integration of American professional athletics by becoming the first black player in Major League Baseball. During his 10 seasons with the Brooklyn Dodgers, he played on six World Series teams and was voted the National League's Most Valuable Player in 1949.



TYPES OF ARCHETYPAL JOURNEYS “THE 6 ARCHETYPES WE LIVE BY”

HERO’S NAME:

TYPE OF QUEST:

TYPE OF HERO:

KEY TRAIT:

TEXTUAL EVIDENCE:

§ The quest for IDENTITY

§ The EPIC journey to find the promised land/ to find the good city

§ The journey in search of KNOWLEDGE

§ The search for LOVE (to rescue the princess/damsel in distress)

§ The WARRIOR’S journey to save his people

§ The TRAGIC quest: penance or self-denial

§ The quest to RID the land of danger

§ The GRAIL quest (the quest for human perfection)

§ The quest for VENGEANCE

§ The FOOL’S errand

WARRIOR: COURAGE HOW I ACHIEVED MY GOALS OR DEFEATED MY ENEMIES

ORPHAN: RESILIENCE HOW I SUFFERED OR HOW I SURVIVED

WANDERER: INDEPENDENCE HOW I ESCAPED OR FOUND MY OWN WAY

ALTRUIST: COMPASSION HOW I GAVE TO OTHERS OR HOW I SACRIFICED

INNOCENT: FAITH HOW I FOUND HAPPINESS OR THE PROMISED LAND

MAGICIAN: POWER HOW I CHANGED MY WORLD

NAME: DATE: ASSIGNMENT:



QUALITIES OF THE ARCHETYPAL HERO: “THE NINE PERSONALITY TYPES” FROM THE WISDOM OF THE ENNEAGRAM, DON RISO AND RUSS HUDSON

THE ENTHUSIAST: UPBEAT, ACCOMPLISHED / IMPULSIVE

THE CHALLENGER: SELF-CONFIDENT, DECISIVE /

DOMINEERING THE ACHIEVER: ADAPTABLE, AMBITIOUS / IMAGE-CONSCIOUS THE PEACEMAKER: RECEPTIVE, REASSURING / COMPLACENT

THE INDIVIDUALIST: INTUITIVE, AESTHETIC / SELF-ABSORBED

THE INVESTIGATOR: PERCEPTIVE, INNOVATIVE / DETACHED

THE HELPER: CARING, GENEROUS / POSSESSIVE

THE LOYALIST: ENGAGING, RESPONSIBLE / DEFENSIVE

THE REFORMER: RATIONAL, PRINCIPLED / SELF-CONTROLLED

NAME: DATE: ASSIGNMENT:

STRENGTHS [STATE EVIDENCE]

WEAKNESSES [STATE EVIDENCE]

HERO’S NAME:

PERSONALITY:

NOTES:



CALL TO ACTION

TRANSFORMATION

CHALLENGES & TEMPTATIONS

DEATH

REBIRTH

ATONEMENT

RETURN

REVELATION

ABYSS

INITIATION: INTO THE UNKNOWN

TRAINING

SEPARATION FROM THE KNOWN WORLD

THE Unknown World

JOURNEY: THE HERO’S

THE Known World

THRESHOLD

The hero meets monsters or monstrous men; tempters

The hero is naïve and inexperienced

The hero has a strange, wise

being as a mentor

The hero yearns for the beautiful lady who is sometimes his guide or inspiration

The hero must go on a journey, learn a lesson, change in some way,

and return home

The hero often crosses a body of

water or travels on a bridge.

The hero has a guide or guides The hero suffers an un-healable wound,

sometimes an emotional or spiritual wound from which the hero never completely recovers.

The hero goes through a rite of passage or initiation, an event that marks a change from an immature to a more mature understanding of the world

The hero engages in tests or contests of strength

(physical and/or mental)

The hero returns to the land of his/her birth in disguise or as an unknown

The hero has help from divine or supernatural forces

The origin of the hero is mysterious or the hero loses his/her parents at a young age, being raised by animals or a wise guardian

NAME: DATE: ASSIGNMENT: COMPLETE THE OUTER RING AS YOU TRACE AND NOTE KEY MOMENTS IN THE JOURNEY OF _______________



HERO’S JOURNEY IN _________________ AUTHOR / DIRECTOR: GENRE:

SEPARATION FROM THE KNOWN WORLD

STAGE & CHARACTERISTICS

CHARACTER:

THE CALL q Invites us into adventure q Offers the opportunity to gain something of value (physical or

spiritual) by facing the unknown q May choose willingly to undertake quest or may be dragged into it q Reasons for quest:

1. Something was taken and we need to reclaim it 2. Something is lacking in our life and we must find what is missing 3. We want to save or restore honor 4. We realize something is not permitted and must gain these rights

THE THRESHOLD q The jumping off point for the adventure q Interface between the known (familiar world) and the unknown (a

world filled with challenges and dangers) q At the threshold, people and situations block our passage until we are

truly ready to meet the challenge q Threshold guardians: for children (parents), for adults (fears

and doubts) q Encounter helpers who provide assistance (often bringing a divine gift

or talisman) q Most important helper is a mentor or guide (keeps us focused on goal) q Mentors/helpers cannot take the journey for us, we must do it

ourselves if we are to benefit from it and grow

INITIATION & TRANSFORMATION

STAGE & CHARACTERISTICS

CHARACTER:

THE CHALLENGES q Begin journey into unknown (outward into a physical unknown or

inward into a psychological unknown) q Puts hero more and more at risk (emotionally, mentally,

psychologically, and/or physically) q Face a series of challenges or temptations that increase in difficulty q Challenges always strike at greatest weakness q Greatest test is to differentiate real helpers from “tempters” q Tempters try to pull us away from our path

NAME: ASSIGNMENT: DATE:



INITIATION & TRANSFORMATION [CONTINUED]

STAGE & CHARACTERISTICS CHARACTER:

THE ABYSS q Greatest challenge of the journey, we must surrender ourselves

completely to it q We must face our greatest fear, and face it alone (known as “slaying

the dragon”) q A possibility the challenge will beat us, or we can’t surrender to it and

thus retreat

THE TRANSFORMATION q As we conquer and overcome our fears, the transformation is complete q Final step is the moment of death and rebirth (part of us dies so a new

part can be born)

THE REVELATION q Part of the Transformation is a Revelation (a sudden, dramatic change

in the way we think or view life) q The change in thinking is what makes us a different person

ATONEMENT q We achieve atonement [compensation, restoration or the payment for

a mistake] when we are “at one” with our new self. q We are in harmony with life and the world (an imbalance has been

corrected)

THE RETURN TO THE KNOWN WORLD

STAGE & CHARACTERISTICS CHARACTER:

THE RETURN q Our return to everyday life q We discover our gift and may become a great leader or are spiritually

enlightened q We begin contributing to our society (possibly renewing or even

saving it) q Sometimes things don’t go smoothly:

1. Our message is rejected 2. We are ostracized or killed for our ideal 3. We lose our new understanding or are corrupted 4. We leave society because our understanding is greater than

others around us



THINK LIKE A PSYCHOLOGIST:

THE HERO’S JOURNEY & IDENTITY ACHIEVEMENT

TASK

Psychologists study the mental or behavioral processes of an individual in relation to a particular activity. Specifically, you will analyze and apply clinical psychologist James Marcia’s theory of identity development in ____________________________________ .

• Track & note the key events the character experiences as it coincides to the hero’s journey. • Consider situations (events, crisis, etc.) and factors (such as intelligence, motivation, perception, mental health, nature/nurture,

relationships) that are influencing this individual’s thinking, behavior, and emotions. • Apply James Marcia’s Statuses of Identity to the character being studied.

PATHWAY

CALL TO ACTION

TRANSFORMATION CHALLENGES

& TEMPTATIONS

DEATH

REBIRTH

ATONEMENT

RETURN

REVELATION

ABYSS

INITIATION: INTO THE UNKNOWN

TRAINING

SEPARATION FROM THE

KNOWN WORLD

FORECLOSURE

MORATORIUM

DIFFUSION

ACHIEVEMENT

Adolescents in this stage tend to conform to the roles, values, and expectations of others regarding their future (e. g. allowing a parent to determine a career direction).

The individual does not have a sense of having choices; he or she has not yet made (nor is attempting/ willing to make)

a commitment

The status of a person who is actively involved in

exploring different identities, but has not made a commitment.

The individual has gone through an exploration of

different identities and made a commitment

to one. the

ERO’S J OURNEY H

FOR IDENTITY ACHIEVEMENT

NAME: DATE:



FRAMES

NAME: DATE: SCORE: ASSIGNMENT:

TASK THINK LIKE A PSYCHOLOGIST: WHAT STATE OR STATES OF IDENTITY DOES THE CHARACTER GO THROUGH?

PATHWAY

ADAPTED FROM FRAMES, KAPLAN & GOULD. EDUCATOR TO EDUCATOR

IDENTITY STATUS: [FORECLOSURE, DIFFUSION,

MORATORIUM, OR ACHIEVEMENT]

___________________________

LIST THE [KEY COMPONENTS] OF THIS STATUS

OF IDENTITY DEVELOPMENT OF THIS CHARACTER:

q

q

q

SYNOPSIS OF A KEY MOMENT IN ___________________’S (CHARACTER’S NAME) JOURNEY TO BECOME A HERO SUMMARIZE THE PART OF THE STORY INVOLVING THIS CHARACTER AND HIS/HER DEVELOPMENT AS A HERO

[NOTE 5-8 IMPORTANT EVENTS AND CONSIDER USING THE “6 ARCHETYPES WE LIVE BY”]

REVEALING PASSAGES OR PERSONALITY TYPES CITE A PASSAGE OR QUOTE THAT SHOWS THE

KEY PARTS OF THIS STAGE… OR STATE & EXPLAIN WHAT PERSONALITY TYPE

(FROM THE 9 ENNEAGRAMS)

CHALLENGES, ISSUES, VALUES EXPLAIN WHAT CRITICAL ISSUES AND/OR

CONFLICT THE HERO IS DEALING WITH IN

THIS POINT IN HER/HIS JOURNEY

CONTRIBUTING FACTORS TO THE EVOLUTION OF THIS CHARACTER

IDENTIFY, LIST, AND EXPLAIN WHAT OTHER CHARACTERS AND/OR EVENTS ARE CAUSING THIS HERO TO CHANGE…



OPTIONAL WRITING PROMPTS TO HELP YOU GET STARTED

REFLECTIONS: COMPASS POINTS

This I Believe High School Writing Curriculum, ©Copyright 2005–2013, This I Believe, Inc. All rights reserved. Permission to reproduce or copy, in full or in part, is granted for classroom use only. All other usage is permitted only with prior written permission. Page 16

LESSON 4: HOW DO STUDENTS GET OFF TO A GREAT START?

A Writer’s Notebook is a non-threatening way to nudge students’ critical thinking about what really matters most to them. Choose from among the Personal Writing Prompts below or offer your students other prompts and invite them to reflect for 10 minutes in their Writer’s Notebook.

• Everyone has problems or challenges to

overcome in life. What has been the most challenging or rewarding moment in your life?

• Have you ever been in a situation when you

didn’t quite have the courage to take action in a situation when you felt you should?

• Did you ever have to confront someone very

different from you? If so, what happened? What did you learn?

• Have you ever had a “do something”

moment—a time when you realized you had to take action in order to make a change happen?

• Have you ever been disappointed because

someone made you a promise that they failed to keep? Or have you broken a promise that you made to someone else?

• As a teenager, what do you believe are the

most important “rules to live by”? When did you learn those “rules,” and who taught you?

• Can you think of someone who has taught

you a valuable lesson about life? Can you remember the exact moment when that lesson occurred?

• We all tend to judge people by their

appearances, even though looks can be deceiving. Have you ever prejudged someone incorrectly based on appearances, or has someone ever prejudged you unfairly based on how you look?

• Finish this sentence: “If there’s one thing I’ve

learned about life, it is...”

• Have you ever changed your mind about

something that you were previously certain about?

This I Believe High School Writing Curriculum, ©Copyright 2005–2013, This I Believe, Inc. All rights reserved. Permission to reproduce or copy, in full or in part, is granted for classroom use only. All other usage is permitted only with prior written permission. Page 16

LESSON 4: HOW DO STUDENTS GET OFF TO A GREAT START?

A Writer’s Notebook is a non-threatening way to nudge students’ critical thinking about what really matters most to them. Choose from among the Personal Writing Prompts below or offer your students other prompts and invite them to reflect for 10 minutes in their Writer’s Notebook.

• Everyone has problems or challenges to

overcome in life. What has been the most challenging or rewarding moment in your life?

• Have you ever been in a situation when you

didn’t quite have the courage to take action in a situation when you felt you should?

• Did you ever have to confront someone very

different from you? If so, what happened? What did you learn?

• Have you ever had a “do something”

moment—a time when you realized you had to take action in order to make a change happen?

• Have you ever been disappointed because

someone made you a promise that they failed to keep? Or have you broken a promise that you made to someone else?

• As a teenager, what do you believe are the

most important “rules to live by”? When did you learn those “rules,” and who taught you?

• Can you think of someone who has taught

you a valuable lesson about life? Can you remember the exact moment when that lesson occurred?

• We all tend to judge people by their

appearances, even though looks can be deceiving. Have you ever prejudged someone incorrectly based on appearances, or has someone ever prejudged you unfairly based on how you look?

• Finish this sentence: “If there’s one thing I’ve

learned about life, it is...”

• Have you ever changed your mind about

something that you were previously certain about?

STUCK?



EXCITEMENTS- • In what way or ways do you see “NEW JOURNEYS OF THE HERO’S IDENTITY” (that is, the Hero

Archetype, the Hero’s Journey, and Identity Achievement) helpful for creating relevant classroom experiences?

WORRIES- • What are some potential challenges you may face when implementing “NEW JOURNEYS”?

NEEDS- • What other support or resources will you or your students need in efficiently utilizing

“NEW JOURNEYS“?

STEPS, SUGGESTIONS- • What will be your “first steps”, “baby steps”, or “next steps” in starting “NEW JOURNEYS”?

NEEDS

STEPS, SUGGESTIONS

WORRIES EXCITEMENTS



REFERENCES

American Masters-For Teachers. “George Lucas and the Power of Myth.” THIRTEEN, Educational Broadcasting Corporation, 2009. Web. <http://www.pbs.org/wnet/americanmasters/education/lesson4_overview.html>

Cash, Richard. “A Framework for Thinking: Digging Deeper into Bloom’s Taxonomy.” Advancing Differentiation. MN: Free Spirit Publishing, 2011.

Harris, Reg. Educational Home of the Hero’s Journey. Napa, CA: Harris Communications, 2008. Web. < http://www.yourheroicjourney.com/ >

The Hero’s Journey: An Environment to Explore the Classic Mythical Story Structure and to Create Your Own Stories. Maricopa Center for Learning and Instruction, 15 Aug 02. Web. < http://www.mcli.dist.maricopa.edu/smc/journey/ >

The Hero’s Journey. Read, Write, Think. International Reading Association, NCTE. Web. 17 Oct. 2009. <http://www.readwritethink.org/materials/herosjourney/ > < http://readwritethink.org/lessons/lesson_view.asp?id=1152 >

Ni Tuama, Shelley. Archetypes in Life, Literature, and Myth. OH: Center for Learning, 1997.

Pearson, Carol. The Heroic Journey: 6 Archetypes We Live By. CA: HarperElixir, 2015.

Riso, Don, Russ Hudson. “The Nine Personality Types.” The Wisdom of the Enneagram. Don Riso and Russ Hudson. NY: Bantam, 1999.

LITERATURE

Anaya, Rudolfo. Bless Me, Ultima. NY: Grand Central Publishing, 1972.

Bradbury, Ray. Fahrenheit 451. NY: Simon & Schuster, Inc., 1981.

Hesse, Herman. Siddhartha. Trans. Hilda Rosner. NY: New Directions Publishing, 1951.

Homer. “Book 9: New Coasts and Poseidon’s Son.” The Odyssey. Trans. Robert Fitzgerald. The Language of Literature. IL: McDougal Littell, Inc., 1997. 486-507.

Krakauer, Jon. Into the Wild. NY: Anchor Books, 1997.

Lessing, Doris. “Through the Tunnel.” The Language of Literature. IL: McDougal Littell, Inc., 1997. 91-105.

Lois Lowry. The Giver. New York: Houghton Mifflin Company, 1993.

Paulsen, Gary. Hatchet. NY: Aladdin Paperbacks, 1996.

Sophocles. Oedipus the King. Trans. Bernard Knox. NY: Washington Square Press, 1994.

MEDIA

Batman Begins. Dir. Christopher Nolan. Perf. Christian Bale, Michael Caine, Liam Neeson, and Cillian Murphy. DVD. Warner Brothers, 2005.

The Bourne Identity. Dir. Doug Liman. Perf. Matt Damon. DVD. Universal Studios, 2002.

Harry Potter and the Sorcerer’s Stone. Dir. Chris Columbus. Perf. Daniel Radcliffe, Richard Harris, Robbie Coltrane, Rupert Grint, and Emma Watson. DVD. Warner Home Video, 2002.

The Incredibles. Dir. Brad Bird. Perf. Craig T. Nelson, Holly Hunter, Jason Lee. DVD. Walt Disney Home Entertainment, 2005.

Kung Fu Panda. Dir. Mark Osborne and John Stevenson. Perf. Jack Black, Dustin Hoffman, Angelina Jolie, Ian McShane. DVD. DreamWorks Home Entertainment, 2008.

Ratatouille. Dir. Brad Bird, Jan Pinkava. Perf. Patton Oswalt, Ian Holm, Peter Sohn, Peter O’toole. DVD. Walt Disney Home Entertainment, 2009.

The Secret Life of Walter Mitty. Dir. Ben Stiller. Perf. Ben Stiller, Kristen Wiig, Adam Scott. Blu-ray. 20th Century Fox, 2013.

Sky High. Dir. Mike Mitchell. Perf. Michael Angarano, Kurt Russell, Kelly Preston. DVD. Walt Disney Home Entertainment, 2005.

Star Trek. Dir. J.J. Abrams. Perf. Chris Pine, Zachary Quinto, Eric Bana. DVD. Paramount Pictures, 2009.

WEBSITES

The Enneagram Institute. < http://www.enneagraminstitute.com >

The Hero’s Journey. Read, Write, Think. International Reading Association, NCTE. Web. 17 Oct. 2009. <http://www.readwritethink.org/materials/herosjourney/ > < http://readwritethink.org/lessons/lesson_view.asp?id=1152 >

Identity Development States, James Marcia. < http://socialscientist.us/nphs/psychIB/psychpdfs/Marcia.pdf >

This I Believe. < http://thisibelieve.org >

Web English Teacher: < http://www.webenglishteacher.com/hero.html >

TedEd: “What Makes a Hero?” Matthew Winkler. http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler

TedEd: “A Host of Heroes.” April Gudenrath. http://ed.ted.com/lessons/a-host-of-heroes-april-gudenrath

TedEd: “An Anti-Hero of One’s Own.” Tim Adams. http://ed.ted.com/lessons/an-anti-hero-of-one-s-own-tim-adams

NDENTITY EW JOURNEYS OF - J Taylor Education...The quest for IDENTITY The EPIC journey to find the...

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