1
Critical Content/Concept Web
Unit Topic:
Introduction to Leadership
Conceptual Lens:
Grade:
Unit Overview
Characteristics and Traits
Students will explore the
foundations of leadership with and
emphasis on the abilities,
characteristics, and requirements
that shape leaders.
9-10
Abilities
Characteristics
Approximately: 4 weeks
Unit Topic:
Introduction to
Leadership
Myths
Requirements
May 2008
2
Grade: 9-10
Subject: Academy Leadership
Unit: Introduction to Leadership
Lens: Characteristics and Traits
Enduring Understandings
1. Leaders share common characteristics.
2. With leadership comes responsibility.
Guiding Questions
1a. What are characteristics of leadership?
1b. What is an effective leader vs. an ineffective leader?
1c. Are effective leaders always good leaders?
1d. Do the ends justify the means?
2a. What are the responsibilities of leadership?
 Personal agenda vs. common good
2b. What is work ethic? What is follow-through?
May 2008
3
Grade: 9-10
Subject: Academy Leadership
Unit: Introduction to Leadership
Lens: Characteristics and Traits
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The definition of leadership
 Responsibility and accountability
 The willingness to accept
2. Key leadership abilities
 Elicit the cooperation of others
 Listening skills
 Place the needs of others above your own
3. Characteristics of a leader
 Commitment, loyalty, self-discipline, work
ethic, creativity, ability to learn from
mistakes, principles, passion for something
grater, trust tenacity honesty, openness,
patience responsibility, courage, confidence.
4. Myths of leadership
 Command is leadership
 Born to be a leader
 The biggest and fastest will lead
5. Requirements of leadership
 Training
 Goals
 Followers
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Participate in group discussions
2. Reflect on leadership styles
3. Participate in persuading, compromising,
debating, and negotiating in the resolution of
conflicts and differences.
4. Communicate orally and in writing.
5. Read for a variety of purposes: critically,
analytically, to predict outcomes, to answer
questions, to form opinions, and to skim for
facts.
AC
May 2008
4
Grade: 9-10
Subject: Academy Leadership
Unit: Introduction to Leadership
Lens: Characteristics and Traits
Instructional Plan/Activities
(Correlations)
1. Deliberating in a Democracy: http://www.deliberating.org/
2. Provide characteristics of famous leaders from history (ie. Churchill, Hitler,
Hershey, Ford, Levi Strauss, etc.) Leave off the tell tale signs. Have students
identify who the leader was. Encourage students to make the connection
between effective leadership and good leadership and effective leadership and
bad leadership.
3. Goals Setting Strategies
4. Leadership Scenarios
1, 2
2,3
1,2,3,4,5
1,2
1,2,3,4,5
1,2,4,5
1,2
1,2
1,2,3,5
1,2,3,4,5
1,3,4,5
1,2,3,4,5
Possible Resources:
Reviving the Wonder , Ric Stuecher with Suze Rutherford
Leadership for Dummies, marshall Loeb and Stephen Kindel
The Everything Leadership Book, Eric Yaverbaum and Erik Sherman
Tribes: A New Way of Learning and Being Together, Jeanne Gibbs
May 2008
5
Critical Content/Concept Web
Unit Topic:
Leadership Development
Conceptual Lens:
Grade:
Unit Overview
Process
Students will examine the
various leadership models and
concepts while considering the
theories of empowerment and
delegation.
9-10
Concepts
Models
Approximately 4 weeks
Unit Topic:
Leadership
Development
Empowerment
&
Motivation
Delegation
May 2008
6
Grade: 9-10
Subject: Academy Leadership
Unit: Leadership Development
Lens: Process
Enduring Understandings
Guiding Questions
1. All leadership is temporary.
1a. Why is leadership temporary?
1b. What is situational, transitional and hierarchical
leadership?
1c. When might an organization need a specific type of
leader?
2. All leaders have to find their own way.
2a. What are models of leadership?
2b. What are the different theories of management?
2c. What is your preferred model for leadership?
May 2008
7
Grade: 9-10
Subject: Academy Leadership
Unit: Leadership Development
Lens: Process
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The concepts of leadership: Vision, Mission,
Direction, Goal
2. Situations and circumstances from which
leaders arise: Situation al leadership,
Transitional leadership, Hierarchical leadership
3. Common Leadership Models: Great man,
Trait, Behavioral, Contingency, Transactional,
Transformational.
4. The importance of empowerment, motivation
and delegation.
5. The actions of leaders to include:
 Establish goals and manage them
 Create a cohesive team
 Use interdependence
 Provide checks and balances
 Focus on the people within the system
 Recover from mistakes
 Retention and recognition
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Create Action Plans:
 Establish goals and tasks
 Assign tasks to team members based on
strengths
 Provide/Establish a system of checks and
balances
 Celebrate success throughout
 Evaluate errors and create new plan
2. Compare and contrast leadership models and
scenarios
3. Participate in group discussions
4. Reflect on leadership styles
5. Participate in persuading, compromising,
debating, and negotiating in the resolution of
conflicts and differences.
6. Communicate orally and in writing.
7. Read for a variety of purposes: critically,
analytically, to predict outcomes, to answer
questions, to form opinions, and to skim for facts.
AC
May 2008
8
Grade: 9-10
Subject: Academy Leadership
Unit: Leadership Development
Lens: Process
Instructional Plan/Activities
(Correlations)
1.
2.
3.
4.
Use move clips to promote discussion
Students create action plans
Use political cartoons, short stories and art to demonstrate leadership styles
Create and use personal checklists to determine personal leadership styles
1,2
1,2
1,2
1,2
2,3,4
5
2,3
2,3
2,3,4,5,6,7
1
2,3,4,5,6,7
2,4
May 2008
9
Critical Content/Concept Web
Unit Topic:
Teambuilding
Conceptual Lens:
Grade:
Unit Overview
Process
Teamwork is about high
functioning groups, who are supportive,
creative, and productive. Participants in
such groups will also share collective
challenges, choices, and responsibilities.
9-10
Getting to Know
&
Trust
Teamwork
Problem Solving
Communication
Approximately: 4 weeks
Unit Topic:
Teambuilding
Innovation
May 2008
10
Grade: 9-10
Subject: Academy Leadership
Unit: Teambuilding
Lens: Process
Enduring Understandings
Guiding Questions
1. Teamwork is a model of shared leadership and
responsibility.
1a. What is teamwork?
1b. What is shared leadership and responsibility?
1c. What are the benefits of teamwork?
2. A supportive environment fosters success.
2a. What is a supportive environment?
2b. What are the benefits of a support environment?
2c. What is individual potential with in a group setting?
May 2008
11
Grade: 9-10
Subject: Academy Leadership
Unit: Teambuilding
Lens: Process
Critical Content and Skills
Students will Know…
1. The significance of trust and inclusion within
group dynamics
2. The various aspects of communication:
 The communication model
 Communication styles
 Conflict management techniques
3. The various aspects of teamwork:
 Stages of team development
 Characteristics of a functional team
 Interdependence
7. The various aspects of problem solving:
 Problem solving techniques
 Creativity techniques
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Actively design, build, test, and experiment
with challenges, problems, designs and structures
2. Develop communication skills: the
communication model, different types of
communication styles, and conflict management
3. Work as a group to solve difficult challenges
while sharing the frustration of failure and the
excitement of success
4. Participate in open-ended problems that
encourage problem solving and creativity
5. Use creativity techniques to create innovative
solutions to complex problems
6. Learn to work effectively with others, reflect on
what they have accomplished and make
connections to the world around them
7. Value the process of production development
as much as the product itself
AC
May 2008
12
Grade: 9-10
Subject: Academy Leadership
Unit: Teambuilding
Lens: Process
Instructional Plan/Activities
(Correlations)
1. Use icebreaker and get-to-know-you activities
2. Participate in cooperative games
3. Engage in problem-solving initiatives
4. Investigate problems and challenges through hands-on experiences
5. Participate in open-end discussions
6. Develop plans based on observations and reflections of group and individual
performances
2
1,2
1,2
1,2
1,2
1,2
1,2,3
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
2,6,7
2,3,4,5,6,7
1,2,3,4,5,6,7
1,2,3,4,5,6,7
2,5,6,7
2,6,7
May 2008
13
Critical Content/Concept Web
Unit Topic:
Meeting Management
Conceptual Lens:
Grade:
Unit Overview
Process
Students will learn and utilize the various
aspects of meeting management
techniques while using parliamentary
meeting procedures.
9-10
Meeting Follow-Up
Parliamentary
Meeting Minutes
Parliamentary
Meeting
Procedure
Project
Proposal
Techniques
Approximately: 4 weeks
The basics of Meeting
Management
Unit Topic:
Meeting
Management
Agendas
May 2008
14
Grade: 9-10
Subject: Academy Leadership
Unit: Meeting Management
Lens: Process
Enduring Understandings
1. Effective meetings can make you and your organization
function more effectively?
Guiding Questions
1a. Why are meetings important?
1b. What are the different types of meetings?
1c. What are the key elements of an effective meeting
1d. How to prepare an agenda?
1e. How to craft (present) your message?
1f. What is parliamentary procedure?
1g. How to follow-up on a meeting using parliamentary
minutes procedure?
May 2008
15
Grade: 9-10
Subject: Academy Leadership
Unit: Meeting Management
Lens: Process
Critical Content and Skills
Students will Know…
1. The elements of an effective meeting versus
an ineffective meeting
2. The different types of meetings
 Idea generation, work meeting, review,
status, project and kick off, and
Regular/standing
3. The methods to generating an effective
meeting agenda
4. Parliamentary meeting procedure
5. The proper project proposal techniques
6. The follow-up procedures after a meeting
AC = Assessment Code:
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
1. Organize an effective meeting:
 Decide who is calling the meeting, who
is coming to the meeting, what is the
subject of the meeting, what is the
meeting time and location, & duration,
and what are the meeting objectives
2. Accurately utilize the appropriate type of
meeting format to maximize the meeting
potential.
3. Create and execute an effective agenda:
 Stay on time, stay on track, encourage
participation, and involve individuals
with particular expertise when
appropriate
4. Utilize parliamentary procedure in academy
leadership
5. Present project proposals to the following
audience members:
 Student leadership team
 Administration team
 Appropriate staff and student
organizations
AC
May 2008
16
6. meetings Follow-up on meeting action items
through:
 Distributing meeting minutes, a followup document (a spreadsheet or
schedule of what is completed, of what
is outstanding, and finally attaching the
names of the individuals who have
accomplished their tasks)
May 2008
17
Grade: 9-10
Subject: Academy Leadership
Unit: Meeting Management
Lens: Process
Instructional Plan/Activities
(Correlations)
1.
2.
3.
4.
5.
6.
Teach
Teach
Teach
Teach
Teach
Teach
the key elements of a meeting.
the different types of meeting formats.
the appropriate method for an agenda.
parliamentary procedure.
presentation skills when presenting a proposal to an audience.
follow-up parliamentary procedure.
1
1
1
1
1
1
1,2
2
3
4
5
6
1,2
2
3
4
5
6
May 2008