Grade 5
Social Studies
Unit: 05
Lesson: 02
Suggested Duration: 3 Days
¿Cómo se comparan?
Lesson Synopsis:
Students consider leadership qualities of a variety of leaders. They compare leaders from the Revolutionary Period and
present day, looking at characteristics of effective leaders, including vision, communication, and judgment.
TEKS:
5.2
History. The student understands how conflict between the American colonies and Great Britain led to American
independence. The student is expected to:
5.2B
Identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan
Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions of
significant individuals during the revolutionary period.
5.19
Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student
is expected to:
5.19A
5.19B
5.19C
Explain the contributions of the Founding Fathers to the development of the national government.
Identify past and present leaders in the national government, including the president and various members of
Congress, and their political parties.
Identify and compare leadership qualities of national leaders, past and present.
Social Studies Skills TEKS:
5.24
5.24A
5.24B
5.25
5.25D
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews
biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United
States.
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create a graphic organizer that compares and contrasts the ideas and leadership characteristics of two leaders
during times of conflict. Write a summary paragraph explaining why you feel these individuals were or were not
effective leaders. (5.19A, 5.19B, 5.24B, 5,25D)
1C, 5F
Key Understandings and Guiding Questions:

Las contribuciones de los líderes eficaces durante los tiempos de conflicto pueden sustentar al pueblo de una
nación.
— ¿Cuáles son las cualidades de líderes eficaces?
— ¿Cómo contribuyeron los Padres de la Patria al desarrollo del gobierno nacional?
— En tiempos de conflicto, ¿cómo los líderes “sustentan al pueblo de una nación”?
Vocabulary of Instruction:

liderazgo

contribución
Materials:

Refer to the Notes for Teacher section for materials.
©2012, TESCCC
04/12/13
page 1 of 5
Grade 5
Social Studies
Unit: 05 Lesson: 02
Attachments:
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Teacher Resource: Founding Fathers
Handout: Resumes of Founding Fathers (1 set per group)
Handout: Effective Leader (1 per student)
Handout: Leader Matrix (1 per student)
Handout: Leadership Quotes (1 per student)
Handout: Comparison Charts (1 set per group)
Teacher Resource: Comparison Charts KEY
Handout: Compare Leaders (optional, 1 per student)
Handout: Blank Leadership Comparison Chart (optional, 1 per student)
Resources and References:
Advance Preparation:
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Locate and gather information on current events and leaders.
Prepare materials and handouts as needed.
Background Information:
Leadership takes many different avenues. The leaders in this lesson represent differing points of view. Each leader has
contributed to our nation during a time of conflict. Their education, strengths/interests, and experiences help us
understand their contributions and compare/contrast them with current leaders in our lives.
Leadership qualities and characteristics have been studied by many entities. According to John Ryan, writing for Forbes
magazine, there are three fundamentals of leadership. Great leaders are “driven by an inspiring vision of success. They
have excelled at communication. And they have exercised superior judgment.”
Examples he cites include: “Henry Ford dreamed of a car families could afford. Steve Jobs dreamed of an easy-to-use
computer that would unleash creativity. Nelson Mandela dreamed of an integrated, prosperous South Africa.”
This lesson looks at examples of leaders from the revolutionary period, and some from present day. Students learn more
about the Revolutionary leaders, including their leadership qualities.
Excerpts courtesy of: Ryan, J. (2009, April 29). The three fundamentals of effective leadership. Forbes, Retrieved from
http://www.forbes.com/2009/04/29/vision-communication-judgment-leadership-managing-ccl.html
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Leaders and Their Qualities
1. Ask the students:
 Who would you consider a leader? (Write the names on
the board. Accept any answer: priest, parents, school
administrators, city officials, etc.)
 Why did you choose these people? (Help other people,
people look up to them, etc.)
 What qualities do these people have that make them
effective (good) leaders? (Write qualities on the board.
©2012, TESCCC
04/12/13
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
Purpose:
Help students focus on leadership and the qualities
of effective leaders, today and during the
revolutionary period
TEKS: 5.19A, 5.19B, 5.24B, 5,25D
Instructional Note:
page 2 of 5
Grade 5
Social Studies
Unit: 05 Lesson: 02
Instructional Procedures
Notes for Teacher
Honest, fair, helpful, dependable, etc.)
Qualities of effective leaders: Vision,
Communication, Judgment
2. Lead a short discussion of the qualities students have
provided. Help students group, combine, and look at the
qualities they listed differently to end with Vision (would
include passion and commitment), Communication, and
Judgment.
EXPLORE – Leaders Past and Present
1. Post the names of Founding Fathers to be studies around the
room (John Adams, Benjamin Franklin, Thomas Jefferson,
George Washington. See Teacher Resource: Founding
Fathers for nametags that can be used).
2. Divide the class into groups of 4. These will be students’
Home Groups.
3. Distribute a set of the Handout: Resumes of Founding
Fathers to each group. In their groups, each student decides
which Founding Father he/she will study.
Suggested Day 1 (continued) – 30 minutes
Materials:
 chart paper
 information about Founding Fathers
Attachments:
 Teacher Resource: Founding Fathers
 Handout: Resumes of Founding Fathers (1 set
per student)
 Handout: Effective Leader (1 per student)
TEKS: 5.19A, 5.19B, 5.24B, 5,25D
4. Students go to the place in the room with the name of the
Founding Father they will study. Once there, they form new
small groups (number will depend on class size; ideally,
groups should be 4 or smaller). These new groups are
students’ Expert Groups.
5. Distribute the Handout: Effective Leader to each student.
6. Members of the Expert Groups work together to gain
information about the leader to complete the form. Students
use the resume, the textbook and other classroom materials,
and approved websites to become experts on their Founding
Father, focusing on the leader’s participation in events during
the conflicts surrounding the revolutionary war period, their
motivations and contributions, and always keeping in mind the
qualities of effective leadership.
7. Teacher circulates, probing with questions, clarifying and
correcting misinformation, and provide additional information
as needed.
EXPLAIN – Prepare for Presentation to Home Groups
1. Pair members of different expert groups.
2. These pairs recall their research and learning from Day 1,
share their ideas, and prepare to share what they have
learned about their leader with their Home Groups.
EXPLORE – Home Group Sharing
1. Members of the Expert Groups return to their Home Groups to
share their learning with home group members.
2. Distribute the Handout: Leader Matrix.
3. One member at a time, students teach their group members
about the leader they learned about. Other group members
©2012, TESCCC
04/12/13
Suggested Day 2 – 10 minutes
Materials:
 Completed Handout: Effective Leader from Day
1
Suggested Day 2 (continued) – 20 minutes
Attachments:
 Handout: Leader Matrix (1 per student and 1
for display)
TEKS: 5.19A, 5.19B, 5.24B, 5,25D
page 3 of 5
Grade 5
Social Studies
Unit: 05 Lesson: 02
Instructional Procedures
Notes for Teacher
note important information on their Leader Matrix.
4. Display a blank copy of the Handout: Leader Matrix and
facilitate a discussion where students share information about
the Founding Father leaders. Encourage students to support
their statements with evidence from the events they have
learned about on the road to revolution and during the
Revolution.
EXPLAIN
Suggested Day 2 (continued) – 20 minutes
Attachments:
 Handout: Leadership Quotes
1. Distribute the Handout: Leadership Quotes.
2. Continue the discussion with students including the quotes in
their discussion of the contributions of the leaders,
determining which foundational characteristic the quote
represents, and making connections to events the leaders was
involved in. Include the guiding questions and Key
Understanding.
 The contributions of effective leaders during times of
conflict may sustain a nation’s people.
— What are qualities of effective leaders?
— How did the Founding Fathers contribute to the
development of the national government?
— In times of conflict, how do leaders “sustain a
nation’s people”?
ELABORATE – Other comparisons
1. Distribute the Handout: Comparison Charts to small groups.
2. In their groups, students discuss the leaders, past and
present, by analyzing the charts provided. Include discussion
of leadership qualities, contributions to the nation, participation
in events and conflicts, etc., and relate them to quotes from
the leaders. (See the Teacher Resource: Comparison Charts
KEY.)
TEKS: 5.19A, 5.19B, 5.24B, 5,25D
Suggested Day 3 – 20 minutes
Attachments:
 Handout: Comparison Charts (1 set per group)
 Teacher Resource: Comparison Charts KEY
3. Students discuss other national and world leaders by
analyzing examples provided. Include discussion of leadership
qualities, contributions to the nation, participation in events,
etc., and relate them to quotes from the leaders.
EVALUATE – Comparing and Contrasting Leaders
1. Create a graphic organizer that compares and contrasts the
ideas and leadership characteristics of two leaders during
times of conflict. Write a summary paragraph explaining why
you feel these individuals were or were not effective leaders.
(5.19A, 5.19B, 5.24B, 5,25D)
1C, 5F
Suggested Day 3 (continued) – 30 minutes
Attachments:
 Handout: Compare Leaders (optional, 1 per
student)
 Handout: Blank Leadership Comparison
Chart (optional, 1 per student)
2. Students choose two leaders and create a graphic organizer
where they compare the two leaders and discuss the
leadership characteristics they demonstrate(d) during a time of
conflict. (Examples of two organizers that could be used are
attached as the Handout: Compare Leaders and the Handout:
Blank Leadership Comparison Chart. Students can draw
their own.)
©2012, TESCCC
04/12/13
page 4 of 5
Grade 5
Social Studies
Unit: 05 Lesson: 02
Instructional Procedures
Notes for Teacher
3. On the back of the organizer, students summarize the
leadership qualities of the leaders chosen and explain why the
individuals were or were not effective leaders.
©2012, TESCCC
04/12/13
page 5 of 5