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Defining Leadership & Creating Tomorrow's Leaders Today

Defining Leadership & Creating Tomorrow's Leaders Today
Product Description
In a democratic society, choosing effected leaders is an essential criterion for citizens. In this activity, students will explore leadership qualities that are essential for a strong leader, not only in the government, but also in all facets of life. Through understanding what makes a leader, students are then able to model those traits and become leaders themselves.

Students will explore leadership through analyzing ambiguous information about major leaders throughout history. Using that limited information, they will develop criteria for "good" leaders and modify that criteria based on their analysis. Ultimately, students will use primary and secondary source materials as they prove whether researched leaders fit into their predetermined leadership criteria using a decision-making matrix.

Included in Unit:
-Plan for instruction
-Brainstorming sheet
-3 Criteria Matrices
-Argument Guidelines for Public Speaking
-Research Rubric
-Speaking Rubric
-15 Leader Cards
-Character Traits for Leadership
-Suggested Leaders for Research
-Thoughts for Further Discussion
-A Collection of Cartoons about Leadership for Analysis

As the adoption of the Common Core Standards progresses throughout the nation, it becomes clear that higher-level thinking and the use of technology is no longer a choice, but instead it is a fundamental part of teaching students 21st Century Skills and preparing them for the future. This leadership activity meets such demands and is aligned to the Common Core Standards.

According to www.corestandards.org, students who meet college and career readiness are “self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.”

-CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
-CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
-CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
-CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
-CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
-CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
-CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
-CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
-CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
-CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
-CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
-CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
-CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
-CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
-CCSS.ELA-Literacy.CCRA.SL.4 -Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
-CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Total Pages
30 pages
Answer Key
Rubric only
Teaching Duration
1 Week
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