Zero to Hero

Introduction 

With his superhuman strength, tremendous charisma, and long luscious hair, Samson can easily be seen as a sort of superhero. Indeed, images of Samson have frequently been used in the service of various political and social movements, personifying collective struggle against forces of oppression. The biblical legend shares this quality with superheroes seen everywhere from the pages of Marvel comic books to the stage of the Metropolitan Opera.

This lesson will deepen students’ understanding of Samson et Dalila by asking them to reimagine its primary themes in a new context. After exploring the lore of Samson and his superhero qualities, students will have the chance to create and present their own version of the Samson and Delilah story in a medium of their choosing.

Steps

STEP 1. EXPLORE

Begin by inviting your students to think of superheroes they already know. These examples may come from comic books, movies, video games, or any other medium your students enjoy. Some examples might include Black Panther, Wonder Woman, Spider-Man, or Kamala Khan. Your students may also think about characters who are not officially “superheroes” but possess an exceptional ability, such as Sherlock Holmes, Simone Biles, Yo-Yo Ma, or Banksy. You can chart or list student responses to reference later. 

Next, either in small groups or as a larger group, ask your students to consider what makes their chosen hero “super.” Consider using the following questions to prompt students’ thinking:

• What is their superpower and where does it come from?
• Is their superpower caused by something magical or superhuman (like Spider-Man’s spider bite–induced abilities) or is it a basic human trait that the hero employs exceptionally well (like Sherlock Holmes’s powers of deduction)?
• Who is the hero’s nemesis? Or do they fight more than one villain?
• What is their goal or cause? What problem are they called to solve? On whose behalf do they act?

Guide students to focus on the three elements common to all superheroes: an exceptional or superhuman skill, a nemesis or enemy, and a goal or cause. Explore these three key elements for some of the hero examples students provided earlier in the lesson.

STEP 2. ANALYZE

Once students are familiar with what makes a hero “super,” apply their learning to the biblical legend of Samson. Use your favorite reading strategy to review the opera’s synopsis or illustrated synopsis (metopera.org/samson-illustrated) and Closer Look essay “Samson and Delilah: The Original Tale” included with this guide. The goal is to consider Samson in terms of his superhero qualities.

• What is Samson’s superpower and where does it come from?
• Who is Samson’s nemesis? Is it Abimélech? The High Priest of Dagon? Dalila? All three?
• What is his goal or cause? On whose behalf does he act?

Encourage students to cite evidence using text-to-text, text-toworld, and text-to-self connections. Be sure to review the opera’s main characters and essential plot points. Familiarity with these elements will be essential when students start their adaptation process. You can distribute the “Samson Superhero Profile” handout included with this guide to aid student thinking.

A NOTE TO INSTRUCTORS: This is a great place to pause the lesson. Steps 3, 4, and 5 can be completed during a different session, as long as students (or you!) hold onto their handouts.

STEP 3. ADAPT

With their new understanding of Samson as a superhero, students will adapt the Samson legend into a new context. Students can choose a new hero and outline what makes them super, who their nemesis is, and what their goal or cause is. Answers can be as realistic or silly as students like. The goal is to apply the story concepts to a new context. Use the “Super Adaptation” handout included with this guide to help organize students’ thinking. Some examples are suggested below:

• HERO: Jane Goodall / school counselor / Banksy
• SUPERPOWER: Communicating with animals / resolving conflicts /
  anonymity
• GOAL/CAUSE: Protect wildlife / help students succeed / make political
  graffiti
• NEMESIS: Habitat destruction / bullies / gallery curator
• SETTING: Habitats worldwide / your school / 2000s London 

STEP 4. SHARE

Choose a way for students to realize and share their adapted concepts. They could create a comic book or poster, a pitch deck for a movie or television show, a script, a mini play or musical, an epic poem, an aria, or simply share their new idea as a speech. You can refer to the Met’s Lesson Plan Library (metopera.org/lessonplan) to find specific activities for comic script writing, patter aria writing, creating a pitch deck, and more.

STEP 5. REFLECT

Once students have adapted and shared their work, revisit the following questions, either in writing or a group discussion.

• What makes a superhero super?
• Does it matter where their power comes from?
• How can one person be a hero to some and an enemy to others?
• How does power and ego play into the creation and demise of a superhero?
• If you were a superhero, how would you determine what causes were worth fighting for?

Scaffold

• Skip steps 3 and 4 to simply analyze the opera in the context of superheroes.
• Explore a case study repeating steps 2 and 3 for specific heroes chosen by you, the educator. These could be members of the community, characters from literature, or historical figures.