Learning to Give, Philanthropy education resources that teach giving and civic engagement
generationOn
Incorporating Leadership Into My Own Life
Lesson 11:
From Unit Concepts of Leadership
Focus Question(s):
What are the social conditions under which an individual realizes his or her full potential as a leader who is willing to take private action for public good?
Purpose:
To enable the student to identify characteristics of philanthropic leadership and apply it to his or her own life.
Duration:
One 50 Minute Class Period
Objectives:
The learner will:
- identify common threads of leadership and character by re-examining the lives of those individuals studied throughout the year looking for patterns and common threads.
- write a statement of the values and components of leadership they want to base their own lives upon.
Service Experience:
Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
The students will demonstrate their understanding of private action for public good by developing an interview on a common community theme and interviewing various senior citizens about that theme. The oral histories will then be donated to the local museum.
Materials:
Recap of previous lessons in the unit.
Instructional Procedure(s):
- Anticipatory Set:
A list of the names of all people and concepts discussed in the leadership unit will be put on the board. Volunteers write a one-sentence description next to the name of the person or concept to remind the rest of the class who they were and what contribution they made in taking private action for the common good.
- Students will be working in pairs to review the lives of the people from the various periods to focus on pivotal events, social contributions and personal qualities that contributed to their greatness.
- Each pair of students will present their ideas visually via a poster, and orally to the rest of the class.
- Students will then write a one-page manifesto describing those values that form a basis for their own lives and their own plans for making a contribution to their society.
Assessment:
Essay graded on the standards set in a common rubric for writing.
Cross-Curriculum Extensions:
Students will interview a senior citizen regarding some historical event occurring in the Williamston area and write a summary or prepare an oral history to be donated to the local museum.
Bibliographical References:
Same as previous lessons.
Lesson Developed By:
Kristine GrunwaldWilliamston Community Schools
Williamston High School
Williamston, MI 48895
Handouts:
Unit Contents:
Overview:Concepts of Leadership Summary
Lessons:
- 1.
- How Do Societies Ensure Leadership Takes Place?
- 2.
- How Do Leaders Communicate Their Ideas?
A Look at the Words of John Brown,
Frederick Douglass and Sojourner Truth - 3.
- How Are Leaders Role Models for Their Beliefs? The Mormon Trail—Road of the Saints
- 4.
- What Choices Do Leaders Have to Make? Ida B. Wells
- 5.
- What Roles Do Philanthropists Play in Influencing
Others?
Andrew Carneige-The Gospel of Wealth - 6.
- Teddy Roosevelt's View on Citizenship and the
Environment - 7.
- Margaret Sanger—Risk Taker, Law Breaker, and Promoter of Change
- 8.
- Michigan's Philanthropic Tradition:
Charles Stewart Mott - 9.
- What Roles Do Philanthropists Play in Influencing
Others?
Cesar Chavez and the Farm Worker's Struggle - 10.
- Lifelong Leadership:
Jimmy and Rosalynn Carter - 11.
- Incorporating Leadership Into My Own Life
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Copyright © LearningToGive.org
Message