TEEN LEADERSHIP CURRICULUM MAP
Laying the
Foundation
EVERY CLASS:
1. Engage – handshake , affirm
2. good things
3. X-plore - student’s needs
– listening, attending, conveying empathy, probing, asking open-ended questions
4. Create a safe secure environment.
5.
Communicate – content, address needs, “real world” benefits of class
6. Empower _ practice and apply, build atmosphere of trust, positive interaction,
Encouragement, support
7 . Launch – end and send each day. Summarizing class. End on positive note.
8. Journaling and Learning
Logs each day.
1.Class participation –
25pt/wk
2. Journals and
Learning Logs –
10 pt. each day
= 50 pt./wk.
3. Speeches -
100 pts

TEEN LEADERSHIP CURRICULUM MAP
Aug.4 - 14 Lesson 1:
Getting
Acquainted
Aug. 12 -13 Lesson 2 –
Attitude
1.Begin to create relationships with the
Course Leader and the class
2. understand the concept and components of the
Social Contract
3. determine the purpose of Teen
Leadership
4. Understand the concept of journaling
1. determine the meaning of attitude and how it affects performance
2. understand the importance of attitude as a component of leadership
3. Begin building
1. Why are relationships important to me?
2. Why do we need a Social
Contract?
3. Why do I need to be in this class?
4. Why is journaling important?
1. How can my attitude affect my performance?
2. Why is attitude so important?
3. Why is speaking on front of people
1. Teacher’s personal introduction
2. Student’s introduce self to class
1.Hand of Knowledge
2.Metaphors – more like a paper clip, teddy bear, magnifying glass slinky – give 2 reasons why
3. Body Mapping
4. Name Game
5. Warp Speed Game55.
Class Photo
6. Create Social Contract for class.
7. Discus purpose of Teen
Leadership
8. Keeping a journal
9. Previous Teen Leadership students visit class to discuss their experience
10. Vocabulary Notebook –
TE (CODE)
Journal – What does not putting people down have to do with being a leader?
Quote – If you think you can or think you can’t, you’re right – Henry Ford
1. “I Can Attitude”
2. 5% Extra Effort
3. W.I.T. way of thinking
4. Two groups of people
Journal entries
Class participation
Class participation
Attitude in class
Journaling
Relationships
Business skills
Professional skills
Leadership skills
Skills
Principles
Journal
W.I.T

TEEN LEADERSHIP CURRICULUM MAP
. Aug. 14
Aug.15-25
Lesson 3 –
Introductory
Speeches
Lesson 4 –
Developing
Relationships confidence to speak before a group.
1.Deliver a 1 ½ minute speech about self
2. Give specific feedback to classmates about their speeches. so important?
1. Understand the importance of first impressions
2. Importance of developing relationships
3. develop techniques to remember names
4. use letter-writing as a process to build relationships
1. Why is my first impression so important?
2. Why are relationships so important?
3. What’s the big deal about writing letters?
5. Gifts and Talents
6. Trust Walk
7 . Journaling – How do you feel about speaking in front of a group?
8. Getting ready to speak
. Vocabulary Notebook – TE
(CODE)
Journal – What does your attitude have to do with being a leader?
Quote – Leaders are ordinary people with extraordinary determination.
Speeches – “About Myself”
Affirmations
Journal – How is the ability to develop good relationships critical to good leadership?
Quote – You can win more friends with your ears than with your mouth.
1. Teacher Demo – dressed ugly and acting bad and unfriendly
2. Toilet Paper Roll Game
3. Small group discussion
4.Role Play
5. Writing Notes
Speeches
Class participation
Letter writing

TEEN LEADERSHIP CURRICULUM MAP
Aug. 26 - 28 Lesson 5 –
Goals for the
Course
1.Comprehend the concept of “personal mastery” as a component of leadership
2. identify personal goals for the course
3. Learn to use the
“Hamburger bun” method of developing a speech
What is Personal
Mastery?
Why do I need goals?
6. Letter writing – administration, board members
7. Make Mail bags
Journal – Why is notewriting important in building relationships?
Quote – You seldom hit anything unless you aim at it.
1.Class Discussion – personal mastery
2.Etch-a-Sketch – TE(D) – personal mastery
3.Goals for the course – small groups
3.Preparing a speech – “My
Goals for the Course and
Two specific Things I’m
Going to Do to Help Me
Achieve Them”
4. Write a positive note to someone in the class
5. Journal – Think of someone you know who has set goals for their life.
How do you know that this person has goals? What effect do goals appear to have on this person’s life?
Class participation
Speech preparation
Note writing
Personal Mastery goals

TEEN LEADERSHIP CURRICULUM MAP
Aug. 29-
Sept 2
Sept 3 -5
Lesson 6 –
Speeches
1.Deliver a oneminute speech “My
Goals for the Course and Two Specific
Things I’m Going to
Do to Help Me
Achieve Them”
2. Provide specific feedback to classmates about their speeches
Looking At
Ourselves
Lesson 7- Self-
Concept
1. Develop an understanding of selfconcept.
2. Understand how social experiences.
Social comparisons, and reflected appraisals affect self-
Concept
Where does my self-concept come from?
Journal – What does
“personal mastery” mean to you?
Quote – It is not enough to make progress: we must make it in the right direction.
Speeches
Affirmations
Course Leader Evaluation
Teen Leadership Alumni visit class to share what they got out of the course
Speeches
Section 1 Test
Journal – Why is it important to affirm others?
Quote – Children are like wet cement. Whatever falls on them makes an impression.
Small Group Discussion-
Social Experiences
Journal – Write some of the positive and/or negative things that have been said to or about you
Class discussion – Social
Comparisons
Journal –How have you compared yourself to others at times?
Class participation
Journaling
Social Experiences
Social
Comparisons
Reflected
Appraisals

TEEN LEADERSHIP CURRICULUM MAP
Sept. 8 -24 Lesson 8 –
Self-Concept and Self-
Confidence
Sept 25-27 Lesson 9-
Reframing
1.Understand the importance of accepting positive comments
2. Understand the problem of basing one’s self-concept on performance
3. Develop an understanding of selfconfidence
1.Understand the process of reframing
2. Understand how reframing affects self-
What is reframing?
Why is reframing important for
Class Discussion – Reflected
Appraisals
Journal – Write some of the positive and/or negative things you think others are thinking about you
Vocabulary – Etch-a-Sketch
TE (D)
Note-writing
Journal – What does a positive self-concept have to do with being a leader?
Quote – Our sense of selfworth must be based on who we are, not what we do.
Demo – Hearing negative over Positive
Small Group Discussion –
Problems for Leaders
Group Discussion –
Characteristics of people with self-Confidence
Skit – pg.43
Journal – Describe what you would be like if you had a very good self-concept and had the self-confidence to do what you wanted to do .
Journal – Describe a person with self-confidence. Why would this person make a good leader?
Class participation
Journal
Skit
Class participation assignment
Self-Concept
Self-Confidence
Reframing

TEEN LEADERSHIP CURRICULUM MAP
Sept. 28-30 Lesson 10 –
First
Impressions concept.
1.Understand the importance of first impression
2. Identify the 8 cues that form an initial impression
3. write letter to school principal me to practice? Quote – A positive perspective is much easier to work with than a negative one.
Small Group – reframing
Vocabulary – Three-way Tie
TE (D)
Assignment – interview a teacher, administrator, or a friend asking if they can recall an incident when a comment was made to them that affected their self-concept. Discuss and report in writing how this
What’s the big deal about first impressions?
What do I need to be doing to make a good first impression? incident affected them and how it could be reframed
Journal – Why is it important for leaders to be able to reframe their negative experiences?
Quote – Of all the things you wear, the expression on your face is the most important.
Small Group – First
Impressions
Small group – Eight Cues : eye contact, posture, handshake, dress and grooming, facial expressions, tone of voice
Class participation
Journaling
Letter writing
Eight cues

TEEN LEADERSHIP CURRICULUM MAP
Oct 13-20 Lesson 11 –
Self-
Confidence for Leaders
1. Learn how to respond in professional settings
2. Understand the internal qualities leaders need.
3. understand how body language and tone of voice affect self-presentation
What’s so important about body language? and word selection, level of relaxation/stress, energy level
Assignment – practice with adults
Letter Writing – to principal telling what you are thinking about class so far.
Journal – Which of the eight cues do you need to improve on? Describe how you plan to do this.
Divide class into boys and girls – discuss impressions of the opposite sex and how they feel about clothes, expressions, mannerisms.
Journal – How can you present yourself to others in a way that demonstrates self-confidence?
Quote – IT’s nice to be important, but it’s more important to be nice.
Role Plays
Internal Qualities of Leaders
Speech Assignment – “A
Memorable Experience”
Class participation
Journaling
Genuineness

TEEN LEADERSHIP CURRICULUM MAP
Oct 14
Oct. 22 –
Lesson 12 –
Speeches
Lesson 13 –
Emotional
Intelligence
Deliver a one-minute speech about “A
Memorable
Experience”
Give Feedback to classmates
Understand the difference between
I.Q. and Emotional
Intelligence
Develop an understanding of
Emotional
Intelligence and the skills it measures.
Oct. 23 -24 Lesson 14 –
Persistence and Optimism
Comprehend the concept of
“Persistence” as one of the Emotional
Intelligence scales.
And develop an understanding of the concept through role plays.
Comprehend the concept of
What is E.Q and how does it help you succeed in life?
Journal – Why is body language and tone of voice so important to leaders?
Quote – The business of a leaders is to turn weakness into strength, obstacles into stepping stones, and disaster into triumph
Speeches
Affirmations
Journal – what is I.Q.? How can you tell if someone is smart?
Quote – a good leader inspires others to have confidence in him; a great leader inspires them to have confidence in themselves
I POSSESS
Role Play each one of the emotional scales
Journal – why is Emotional
Intelligence more important to success than I.Q.?
Quote – The difficult can be done immediately. The impossible just takes a little longer.
Discussion and role play
Reading stories in student manual
Speech
Class participation
Written test
Class participation
Journal check
Interpersonal
Skills
Persistence
Optimism
Self-awareness
Self-control
Empathy
Social Skills
Self-Motivation

TEEN LEADERSHIP CURRICULUM MAP
October27 Lesson – 15
Self
Awareness
“optimism” as one of the Emotional
Intelligence scales, and develop an understanding of the concept through role plays
Comprehend the concept of “Self-
Awareness” as one of the Emotional
Intelligence scales
Learn what it means to become self-aware
October 28 -
29
Lesson – 16 –
Self-Control and Empathy
Understand the concept of “Selfcontrol” as it relates to their lives
Understand the concept of
“empathy” and its importance in relating to others.
Journal – why is optimism an important quality for a leader?
Quote – If you keep doing what you’ve always done, you’ll keep getting what you’ve always got.
Looking at Ourselves questioning – Students answer question in individual manuals.
Journal – why is selfawareness an important quality for a leader?
Quote – If you can’t control yourself, someone else will
Class discussion
Role play
Empathy stories from
Chicken Soup for the Soul – read orally to class
Journal – why is self-control an important quality for a leader?
Class particapation
Class
Particapation

TEEN LEADERSHIP CURRICULUM MAP
October 30-
Nov. 3
Nov. 5
Nov. 7
Lesson 17 –
Social Skills and
Interpersonal
Skills
Lesson 18 –
Self-
Motivation
Lesson 19
Speeches
Comprehend the importance of “social
Skills”
Understand how
“Interpersonal Skills” are a combination of empathy and social skills
What does
Empathy mean?
Why is it important?
Comprehend the importance of being self-motivation
Understand that selfmotivation is essential to leadership
Deliver a one-minute speech about “A
Relationship That’s
Important to Me and
Why.”
Demonstrate effective use of posture, movement, gesture, facial
Why is selfmotivation essential to leadership?
Journal – Why is empathy an important quality for a leader?
Quote – Everyone is going somewhere. Where you go is up to you.
Why does everyone not have these skills?
Discussion
Role Plays
Journal – Explain what interpersonal skills are and tell why they are important for a leaders.
Quote – Those who can motivate themselves go to the top. Those who can’t sit on the bottom.
Emotional Intelligence
Scales – each student rate themselves and where they thing the emotionally healthiest people would be on the continuums.
Journal – How could being more self-motivated bring you more freedom in your life?
Students deliver a 1 minute speech
Students give affirmations after each speech
Journal – What do you think
Class particapation
Quiz over I
POSSESS
Speech
Affrimations

TEEN LEADERSHIP CURRICULUM MAP expression, eye contact, and voice in delivering a speech.
Provide specific feedback to classmates about their speeches.
Nov. 10 - 25 Chapter 4 –
Presenting
Ourselves
Nov. 10 - 13 Lesson 20 –
Public
Speaking
Nov. 14 - 19 Chapter 21
Image you did well in your speech? What do you think you could have improved upon?
Understand the tools of effective communication
Examine how to become an effective communicator and the importance of doing so
Comprehend the difference between image and selfconcept.
Understand impression management
Ascertain why it is important for a
What tools do I need to be an effective communicator?
What did Martin
Luther King do in his “I Have a
Dream “ speech to effectively communicate to the audience?
What is the difference between image and selfconcept?
How do I manage my impression?
What is the
Journal – What qualities do you think are important to have in a friend?
Quote – To be persuasive, we must be believable. To be believable, we must be credible. To be credible, we must be truthful
View MLK’s speech “I Have a Dream” observe and discuss
Small group discussion-
Most important things we need to know as a speaker.
Journal – Why is it important to speak from your own experience?
Quote - One secret of success is to be able to put your best foot forward without stepping on anybody’s toes.
Small group discussion –
Journal – Write a paragraph of what you learn today about public speaking
Pop quiz – Eight
Cues
You are a new product on the market -
Design an ad to sell yourself
Credible audience
Impression
Management

TEEN LEADERSHIP CURRICULUM MAP
Nov. 20 –
Dec. 14
Lesson 22 –
Public vs.
Private Self leader to make a good impression importance of making a good impression?
Understand that you represent many groups
See the relationship between the public self and the private self.
Comprehend some of the motivations of great leaders
Realize the cost of leadership
What different groups do I represent?
Can I separate my public self from the private self?
What motivates great leaders
Is there a cost to leadership
What does our image have to do with our ability to lead?
Skits – groups present skits showing situations of impression management.
Students working to make collage of the way they see themselves and the way they would like to be seen by others.
Journal – What does the way others see us have to do with our effectiveness as a leader?
Quote – Where we go and what we do advertises who we are.
Brainstorm all groups students represent. Discuss
Small groups – Why do you want to be a leader? Why would somebody want to be a leader? – discuss
Small groups – what are the most important things about leadership?
Divergent Thinking TE
Speech assignment – An important Lesson I
Learned” or “Something
Essay – What do
I want people to see when they look at me?
Speech
Motives
Leadership

TEEN LEADERSHIP CURRICULUM MAP
Jan. 5
Jan 5 - 6
Jan 7-9
That’s Important to Me and
Why”
Chapter 5 –
Getting it together
Lesson – 24
Values
Lesson 25 -
Standards
Determine the meaning of values
Examine the importance of values to leaders.
Explore how our values are determined
Examine the ways our values are demonstrated to others
Define standards and how they affect our values.
Understand moral relativism.
Analyze what you value and why
What do I value?
Why are my values important to me?
Where did my values come from?
How do others know what my values are?
Journal – Why is serving others the best motivation for leadership?
Quote – Wrong is wrong, even if everybody is doing it.
Small group – Discuss three ways our values are seen by others – discussion
Writing letters of affirmation to classmates
What are standards for behavior?
What does moral relativism have to do with standards for behavior?
How do I decide what is right or wrong in my life?
Journal – what do our words and actions tell us about our values? What affect do they have on us as leaders?
Quote – If you do not stand for something, you will fall for anything.
Classroom discussion – standards
Small group – Discuss how you decide what is right or
Interview an older adult –
How have values changed since you were a kid. – discuss in class
Values
Journal – what can you do to begin to close the gap between your values and the way you live your life?
Standards
Moral relativism

TEEN LEADERSHIP CURRICULUM MAP
Jan. 12-16 Lesson 26 –
Principles
Determine what it means to live a principled life.
Decide on principles for their life
Write their personal mission statements
What would our school be like if everyone in it lived by the universal principles discussed in your student book?
What principles do I want my life to stand for?
What is my personal mission statement?
How will I know when I’m successful?
What will keep me from being successful?
What happens if
I violate my principles wrong in your life? What specific criteria do you use to determine whether something is right or wrong? – discuss
Student book – What do
You value? Exercise – pg. 45
Journal – How does “moral relativism” affect our values?
Quote – When you sell your principles for popularity, you are soon bankrupt.
Three-Way Tie – Principles, values, standards
Skits –In small groups, each group will create a skit to perform for the class where someone has to make a decision based on a principle that the person has embraced.
Journal - How will I know when I’m successful?
What will keep me from being successful? – Discuss
Ten Rules for the Key to a tremendous personal success from The Greatest
Salesman in the World, by
Og Mandino
Discussion questions – pg.
Write at least principles that you would want to base your life on – Write a personal mission statement.
Speeches
Principles success

TEEN LEADERSHIP CURRICULUM MAP
144 Teachers Manuel
Speech – “A Principle I
Want to Live My Life By and
Why” or “My mission statement and What It
Means to Me.?
Quote – Keep yourself clean and bring; you are the window through which you see the world
Jan. 19 -30 Chapter – 7
Interactions with Others
Jan. 19-21 Lesson 35 –
Peer Pressure
Identify the different forms of peer pressure
Understand the ways peer pressure influences our actions
Understand what social learning/modeling is
How to screen information
Evaluate ways to handle peer pressure
How do I get pressured from my friends?
How are my actions different when I’m around my friend?
What can I do the better handle peer pressure?
Journal – How would my life be different if I always lived by my personal mission statement?
Quote – A diamond is a chunk of coal that stood up under pressure
Small group – Define peer pressure in your groups. Is there positive and negative pressure? Discussion
Small groups – make a list of how we learn our behavior. What is meant by
“desensitize” - discussion
Vocabulary notebooks –
Three ways peer pressure comes to you – define and
Peer pressure
Social learning/modeling
Overt, covert, situational

TEEN LEADERSHIP CURRICULUM MAP
Jan 22 -27
Jan. 28
Lesson 36 –
Defending
Skills I
Lesson 37
Defending
Skills – II
Understand the concept of “P to the
5 th ”
Explain the concept of physical and emotional space
Demonstrate acceptable ways to handle inappropriate comments.
Demonstrate whys to handle inappropriate behavior
How can I stand firm in my beliefs and not be pressured to do things I don’t want to do?
How can I use silence to handle inappropriate illustrate each
Skits – in small groups prepare 3 – 5 minutes skits that shows a person in a situation where a person has to deal with one of the three kinds of peer pressure.
Journal – Why is it so important for a leader to screen the information received from other people?
Quote – If you put a small value on yourself, the world will not raise your price.
Small group – What do we mean my “defending
Skills”? – discussion
Demonstration of physical space with a student
Discuss
Demonstrate inappropriate comments – discuss
Journal – Describe a time when you needed to be able to handle an
Students pair up and practice getting their body language, tone of voice, and words to agree.
Skits – groups will create a 3-5 min. skit that demonstrates a situation where they must use their body language, tome of voice, and words to effectively handle an inappropriate comment.
Present in class
Why is it important for a leader to be
P to the 5 th ”

TEEN LEADERSHIP CURRICULUM MAP
Jan. 29-30
Understand the concept of touch as a function of position.
Be able to explain the
“broken record technique” and its purpose. comments?
Chapter 38 –
Rescuing Skills
Demonstrate rescuing Skills.
Assess their progress on their personal goals for the course
What are rescuing skills? inappropriate comment.
How would you handle it differently now?
Quote – to go against the thinking of misguided friends takes an act of highest courage.
Class discussion and practice
Demonstrations
Students practicing in pairs and groups.
Journal – After the last lesson, do you feel prepared to defend yourself against inappropriate behavior? What areas do you still need to practice on? How are you going to prepare for these?
Quote – A food friend is like a tube of toothpaste – comes through in a tight squeeze.
Small groups – what are some things you could do to “rescue” your friend from a bad situation? – discuss , demonstrations, practice
Role Play
Course Goal Review able to handle inappropriate comments?
Letters
Goals review
Speeches
Rescuing skills

TEEN LEADERSHIP CURRICULUM MAP
Feb 2 -20
Feb 2 -
Feb. 3 - 4
Letter writing – to a teacher that has helped you in some way to encourage and thank.
Speech assignment –
Something in My School or community that Needs to
Change and What I’m Going to do About it.”
Chapter 9 –
Taking
Responsibility
Lesson 44 –
Your thoughts
Understand that they are responsible for their own thoughts
Define and understand the concept of automatic thoughts.
Lesson 45 –
Your
Attitudes
Understand that they are responsible for their own attitudes
Understand how
“thought replacement” can
What do my thoughts have to do with my feelings and actions?
How do I change a bad attitude?
Journal - If you h ad to write yourself an affirming letter, what would you say?
Quote – People don’t accidently stumble into failure. They think their way into it.
Make a list of things leaders are responsible for. – discussion
Small group – What are some ways people can impact the way we thing about ourselves? - discussion
Journal – Why is it so important for leaders to be in control of their thoughts?
Quote – Your attitude determines whether a fireplace is a center of
Rational-Emotive theory

TEEN LEADERSHIP CURRICULUM MAP
Feb 5 -10 Lesson 46 –
Your Actions change attitude.
Define and explain
“Rational-Emotive theory”
Understand that they are responsible for their own actions
What’s the big deal about my actions?
Feb. 11-13 Lesson 47 –
Choices Have
Consequences
Determine the difference between immediate and delayed consequences.
Understand that choices have consequences.
Evaluate the effect of
What is the cost of leadership? warmth and beauty or a source of smoke and ashes.
Small group - Why is it so important for leaders to be in control of their attitudes? – discuss
Role Play – Develop situations around different situations that they have a bad attitude about.
Journal – Describe a bad attitude you have. What are you going to do to change it?
Quote – don’t forget that people will judge you by your action, not your intentions. You may have a heart of gold – but so does a hard-boiled egg.
Class discussion
Game – thoughts,
Attitudes, Action”
Journal – Describe a situation where you blamed someone else for your action. How can you react differently next time?
Quote – We make our future by the best use of the present.
Small group discussions –
Journal questions
“In Loving
Memory of…” consequences

TEEN LEADERSHIP CURRICULUM MAP
Feb. 16-20
Feb. 23 – march 10
Feb 23 –
Feb. 27
Lesson 48 –
Accepting
Responsibility their choices on themselves, their families, and their future.
Discuss how to become more responsible for their lives.
Write a letter to someone who has had a positive influence on their lives. processing out in large group.
Journal – Why is it so important for leaders to consider the choices they make?
Quote – None of us is responsible for all the things that happen to us, but we are responsible for the way we act when they do happen.
Discussion Questions
Student Manual
Letter writing
Class discussion
Speech – something I want to Say to This Class
Chapter 10 –
Relationships
Lesson 50-
Family and
Personal
Relationships
Identify ways to make a family relationship more meaningful.
Understand the importance of affirming and listening
Demonstrate affirming and listening skills
How can I make my family relationships more meaningful?
What is the difference between leading and raising a family?
Journal – why is letterwriting a good habit for a leader?
Quote – Listening is one of the best ways to show respect
Discussions and Role Play
Teen Leadership Marriage and Family contact speeches
Skits -

TEEN LEADERSHIP CURRICULUM MAP
March 2 – 4 Lesson 52 –
Part 1
March5 - 10 Lesson 52 –
Part 2 –
Family
Dynamics
Demonstrate their understanding of the types of families described in the
Circumplex Model
Evaluate how they see themselves and their families, using the Circumplex
Model
Use the Circumplex
Model to understand why family tension occurs
Determine what kind of family they want to have in the future
Write a letter of appreciation to their parents
March 11 Chapter 11 –
Getting a
Vision
Journal – do you have the need to be right? How do you plan to deal with this?
Quote – Those who deserve love least need it the most.
Plot types of families on the
Circumplex Model
Discuss
Skits
Journal – Describe a situation where you needed to ask forgiveness of another person.
Class discussion and Role
Play
Speech – “Something I’ve learned in Teen Leadership”
– or Something I’m Going to change Because of Teen
Leadership”
Quote – to be a good speaker in public, you must be a good thinker in private
Letter Writing speeches
Circumplex Model

TEEN LEADERSHIP CURRICULUM MAP
March 11 -
27
WYRRB
Project
April – 13-15 Lesson 54 –
What Leaders
See
Students will begin to form a vision for their future. Finding what their passion in life is.
Be able to define vision
Understand how leaders turn their visions into reality
Describe how vision influences the future
Understand how to develop a vision for their lives
What is my RRB? Using Kevin Carroll’s Book
What’s Your Red Rubber
Ball, Student will make their own box to lead to discovering what their own person passions in life are.
Project will be carried out over a period of time and culminating with a day away from school for both classes to come together to share and work through the process.
Journal- Why is it important for a leader to create a safe environment for others?
Quote – When you have vision you see the invisible, feel the intangible, and achieve the impossible
Small Group discussions
Written assignment –
Where are you headed with your life? What is your vision for your life, your family, your community, your state, your country, and your world?
Journal – what would you like to be doing five years from now? What do you think you will be doing five years from now?
Written assignment
Vision

TEEN LEADERSHIP CURRICULUM MAP
April 16 – 17 Lesson 55 –
Being
Proactive
April 20 – 24 Lesson 56 –
Developing
Our Vision
Be able to compare and contrast the fatalistic and proactive approaches to life
Understand how our approach to life determines how we accept responsibility
Understand how our approach to life affects how we react to people and events around us.
Be able to identify the five steps necessary to develop a vision
Be able to assess their success in achieving their goals for the course
Journal – Why is it important for a leader to have vision?
Small Group discussions
Class discussions
Quote – all progress is due to those who were not satisfied to let well enough alone.
Have I achieved my goals I set at the beginning of this course?
Journal – Why is it important for a leader to take a proactive view toward life?
Small Group discussions
Class discussions – questioning
Journaling
Student Manuel Activities
Speech – What I want My
Life to Stand For”
Final Celebration – Letter writing and Celebration of achievement.
Speeches
Fatalistic proactive