The Invisible Hero: Detailed Study Notes

Educational Context and Assignment Requirements

  • Project Theme: "The Invisible Hero" by Elizabeth Fensham involves a major collaborative project between the English and History departments.

  • Subject Matter: Students must explore the concept of heroes and villains through a major, footnoted, persuasive essay.

  • Teachers: Mrs. Canmore (English) and Mr. Quayle (History) are co-teaching to facilitate "deep and wide" learning.

  • Core Proverb/Prompt: "One man’s hero is another man’s villain."

  • Research Requirements:

    • At least four different sources.

    • Minimum of one primary source.

    • Inclusion of a visual source.

    • Use of more than just the internet (library/books encouraged).

  • Academic Purpose: This assignment serves as an introduction to next term's major History study on wars and revolutions and prepares students for Year 11 challenges.

  • Assessment Components:

    • A major persuasive essay.

    • Personal journal writing (unchecked for content, intended for deep reflection/explosion of ideas).

    • An oral speech.

Stimulus Quotations and Definitions

  • Stimulus List:

    • Albert Einstein: "The world needs heroes and it’s better they be harmless men like me than villains like Hitler."

    • Russell Crowe: "I like villains because there’s something so attractive about a committed person – they have a plan, an ideology, no matter how twisted."

    • William Shakespeare: "We make guilty of our disasters the sun, the moon, and the stars; as if we were villains by necessity, fools by heavenly compulsion."

    • Edgar Watson Howe: "A boy doesn’t have to go to war to be a hero; he can say he doesn’t like pie when he sees there isn’t enough to go round."

  • Student Definitions of a Hero:

    • Macca MacKinnon: Someone spectacularly successful with star status (e.g., Ian Thorpe, Queen of England, Ned Kelly, Mother Teresa).

    • Philip Dugan: Someone who holds on when it is tough and acts for others without needing thanks.

    • Genelle Harris: Someone everyone looks up to; naturally brave and fearless; doesn't care what others think (e.g., Britney Spears, Paris Hilton, John Lennon, Steve Irwin, Jake MacKinnon).

  • Student Definitions of a Villain:

    • Philip Dugan: Not just killers like Hitler; can be "quiet like a cold wind," caused by having hate in the heart or destroying someone purposely.

    • Genelle Harris: Someone hated for making others unhappy; people "born bad" (e.g., Hitler, Mrs. Canmore, Raphaela Rosetti).

Individual Student Research and Subjects

  • Jake "Macca" MacKinnon:

    • Subject: Niccolo Machiavelli.

    • Rationale: The name sounds like his nickname ("Macca") and is "intriguing."

    • Key Findings: Machiavelli was an Italian philosopher from the Renaissance who wrote The Prince.

    • Machiavellian Maxims:

      • "It is best to be both feared and loved; however, if one cannot be both it is better to be feared than loved."

      • A man striving for goodness will "come to ruin" because many men are not good.

      • A prince should only "seem" to have religious or humane qualities.

  • Philip Dugan:

    • Subject Interest: Mother Teresa and Gandhi.

    • Reflection: Emphasizes Mother Teresa's quote: "We can do no great things, only small things with great love."

    • Metaphor: Relates heroism to clearing a weed-infested garden for his Nan in Year 7; small acts add up and build strength (metaphorical and literal biceps).

  • Mustafa Gulecoglu:

    • Subject Interest: Mustafa Kemal Ataturk (his namesake) and scientific figures.

    • Key Figures Discussed:

      • Al-Khwarizmi: Circa 820820, known as the father of modern algebra; introduced Arabic numerals to the West.

      • Galileo: 1500s1500s scientist who stated, "Maths is the language God used to create the universe."

  • Charlie Chueng:

    • Subject: Alexander Fleming, the Scottish biologist who discovered penicillin.

    • Context: Use of penicillin since World War II changed human survival by treating previously fatal infections.

  • Imogen Webb:

    • Subject: Explorers/Adventurers.

    • Critique of "Heroism": Questions the ethics of Mt. Everest climbers. Notes that in 20062006, 1111 people died in six weeks. Mentions David Sharp, who died while as many as 4040 other climbers ignored him to reach the summit.

  • Sam de Grekh:

    • Subject: Burke and Hare (19th-century murderers), not to be confused with explorers Burke and Wills. They murdered approximately 1616 people for profit.

  • Tiffany Smith:

    • Subject: Captain Cook (preventing scurvy with lemons in the 1700s1700s) or Florence Nightingale (hygiene). Eventually shifts interest to Lachlan Edwards, a modern Australian peer seen in the paper.

Social Dynamics and Philosophy at Taunton High

  • In-Group Hierarchy: Lead by Jake MacKinnon and Genelle Harris, supported by Sam de Grekh and Charlie Chueng. Groupies include Tiffany and Amber.

  • Atmosphere: Raphaela Rosetti describes the school as a "city of faces" with an "undercurrent of fear."

  • Bullying Incidents:

    • Jake (Macca) called Philip Dugan a "retard" during a drama skit fundraiser for World Vision.

    • Genelle intentionally whacks Raphaela with a ball and offers a sarcastic apology.

  • Moral Relativity: Discussed by Macca and his father, Craig MacKinnon (a lawyer).

    • Craig MacKinnon's Views: Success comes from managing/controlling people. Argues for Social Darwinism: "Survival of the fittest." Claims tribal survival relies on the male "hunter/gatherer" risking his neck while the female runs the house.

    • Fran MacKinnon's Counter-view: Survival depends on group cooperation and sacrifice, not just being "mean and tough."

Cultural and Philosophical Reflections

  • Mustafa's Turkish Heritage: Discusses the importance of discipline through the proverb, Hocanin vurdugu yerde gül biter ("A rose will sprout from the place where a teacher has hit").

  • Literary References:

    • Robert Frost: "The Road Not Taken"—discusses making unique life choices.

    • Rumi: 800800-year-old poetry regarding the search for the divine within the heart rather than in scholars or philosophy.

  • Einstein’s Wisdom: Philip Dugan notes Einstein's quote: "Not everything counts that can be counted; not everything that can be counted, counts."

  • The Internal Villain: Philip reflects on the idea that every person has a "villain inside" (hate or self-doubt) that must be fought daily.

Questions & Discussion

  • Audience Exchange (Sam de Grekh):

    • Sam: "Jesus! Do you think we’re a pack of Year 7’s?" (Regarding the assignment complexity).

    • Mrs. Canmore: "Indeed, Jesus would be a more suitable subject for you, Samuel."

  • Class Interaction (Mr. Quayle):

    • Quayle: Wagged a "sausage finger" at De Grekh, reminding him that Year 11 is less than two years away.

    • Quayle to Philip: Joked that Philip is into "passive resistance" like Gandhi.

  • Dialogue (Raphaela & Mrs. Canmore):

    • Mrs. Canmore: Asked if Raphaela's library research was for "work or pleasure."

    • Mrs. Canmore: Suggested that "History and English are soulmates," prompting Raphaela to consider why.

  • Family Dialogue (Mustafa & Dede):

    • Dede: Asked what Mustafa learned at school.

    • Mustafa: Recited "The Road Not Taken."

    • Uncle Osman: Remarked that heroes and villains represent people who have made definitive choices.

  • Conflict Resolution (Quayle & Canmore):

    • Canmore: Criticized Quayle for not reprimanding Macca's use of a slur against Philip.

    • Quayle: Responded with "white-hot anger," arguing that calling Philip "Special Needs" wouldn't change the fact that he messed up the play.