Academy Leadership Curriculum
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Introduction to Leadership |
|Lens: Characteristics and Traits |
|Enduring Understandings |Guiding Questions |
| |
|1. Leaders share common characteristics. |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? |
|2. With leadership comes responsibility. |2a. What are the responsibilities of leadership? |
| |Personal agenda vs. common good |
| |2b. What is work ethic? What is follow-through? |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Introduction to Leadership |
|Lens: Characteristics and Traits |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to… |AC |
|The definition of leadership | |Participate in group discussions | |
|Responsibility and accountability | |Reflect on leadership styles | |
|The willingness to accept | |Participate in persuading, compromising, debating, and negotiating in the | |
|Key leadership abilities | |resolution of conflicts and differences. | |
|Elicit the cooperation of others | |Communicate orally and in writing. | |
|Listening skills | |Read for a variety of purposes: critically, analytically, to predict outcomes, to | |
|Place the needs of others above your own | |answer questions, to form opinions, and to skim for facts. | |
|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. | | | |
|Myths of leadership | | | |
|Command is leadership | | | |
|Born to be a leader | | | |
|The biggest and fastest will lead | | | |
|Requirements of leadership | | | |
|Training | | | |
|Goals | | | |
|Followers | | | |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Introduction to Leadership |
|Lens: Characteristics and Traits |
|Instructional Plan/Activities | | | |
|(Correlations) | | | |
|1. Deliberating in a Democracy: |1, 2 |2,3 |1,2,3,4,5 |
|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. |1,2 |1,2,3,4,5 |1,2,4,5 |
|3. Goals Setting Strategies |1,2 |1,2,3,5 |1,3,4,5 |
|4. Leadership Scenarios |1,2 |1,2,3,4,5 |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 |
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|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? |
| | |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Leadership Development |
|Lens: Process |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to do… |AC |
|The concepts of leadership: Vision, Mission, Direction, Goal | |1. Create Action Plans: | |
|Situations and circumstances from which leaders arise: Situation al leadership, | |Establish goals and tasks | |
|Transitional leadership, Hierarchical leadership | |Assign tasks to team members based on strengths | |
|Common Leadership Models: Great man, Trait, Behavioral, Contingency, | |Provide/Establish a system of checks and balances | |
|Transactional, Transformational. | |Celebrate success throughout | |
|The importance of empowerment, motivation and delegation. | |Evaluate errors and create new plan | |
|The actions of leaders to include: | |2. Compare and contrast leadership models and scenarios | |
|Establish goals and manage them | |3. Participate in group discussions | |
|Create a cohesive team | |4. Reflect on leadership styles | |
|Use interdependence | |5. Participate in persuading, compromising, debating, and negotiating in the | |
|Provide checks and balances | |resolution of conflicts and differences. | |
|Focus on the people within the system | |Communicate orally and in writing. | |
|Recover from mistakes | |7. Read for a variety of purposes: critically, analytically, to predict outcomes, | |
|Retention and recognition | |to answer questions, to form opinions, and to skim for facts. | |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Leadership Development |
|Lens: Process |
|Instructional Plan/Activities | | | |
|(Correlations) | | | |
|1. Use move clips to promote discussion |1,2 |2,3,4 |2,3,4,5,6,7 |
|2. Students create action plans |1,2 |5 |1 |
|3. Use political cartoons, short stories and art to demonstrate leadership styles |1,2 |2,3 |2,3,4,5,6,7 |
|4. Create and use personal checklists to determine personal leadership styles |1,2 |2,3 |2,4 |
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|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? |
| | |
| | |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Teambuilding |
|Lens: Process |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to… |AC |
|1. The significance of trust and inclusion within group dynamics | |1. Actively design, build, test, and experiment with challenges, problems, designs| |
|2. The various aspects of communication: | |and structures | |
|The communication model | |2. Develop communication skills: the communication model, different types of | |
|Communication styles | |communication styles, and conflict management | |
|Conflict management techniques | |3. Work as a group to solve difficult challenges while sharing the frustration of | |
|3. The various aspects of teamwork: | |failure and the excitement of success | |
|Stages of team development | |4. Participate in open-ended problems that encourage problem solving and | |
|Characteristics of a functional team | |creativity | |
|Interdependence | |5. Use creativity techniques to create innovative solutions to complex problems | |
|The various aspects of problem solving: | |6. Learn to work effectively with others, reflect on what they have accomplished | |
|Problem solving techniques | |and make connections to the world around them | |
|Creativity techniques | |7. Value the process of production development as much as the product itself | |
| | | | |
| | | | |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Teambuilding |
|Lens: Process |
|Instructional Plan/Activities | | | |
|(Correlations) | | | |
|1. Use icebreaker and get-to-know-you activities |2 |1,2,3 |2,6,7 |
|2. Participate in cooperative games |1,2 |1,2,3,4 |2,3,4,5,6,7 |
|3. Engage in problem-solving initiatives |1,2 |1,2,3,4 |1,2,3,4,5,6,7 |
|4. Investigate problems and challenges through hands-on experiences |1,2 |1,2,3,4 |1,2,3,4,5,6,7 |
|5. Participate in open-end discussions |1,2 |1,2,3,4 |2,5,6,7 |
|6. Develop plans based on observations and reflections of group and individual performances |1,2 |1,2,3,4 |2,6,7 |
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Meeting Management |
|Lens: Process |
|Enduring Understandings |Guiding Questions |
| |
|1. Effective meetings can make you and your organization function more effectively? |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? |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Meeting Management |
|Lens: Process |
| AC = Assessment Code: Q – Quizzes P - Prompts |
|Critical Content and Skills O – Observations WS – Work Samples |
|D – Dialogues SA – Student Self-Assessment |
|T - Tests |
|Students will Know… |AC |Students will be able to… |AC |
|1. The elements of an effective meeting versus an ineffective meeting | |1. Organize an effective meeting: | |
|2. The different types of meetings | |Decide who is calling the meeting, who is coming to the meeting, what is the | |
|Idea generation, work meeting, review, status, project and kick off, and | |subject of the meeting, what is the meeting time and location, & duration, and | |
|Regular/standing | |what are the meeting objectives | |
|3. The methods to generating an effective meeting agenda | |2. Accurately utilize the appropriate type of meeting format to maximize the | |
|4. Parliamentary meeting procedure | |meeting potential. | |
|5. The proper project proposal techniques | |3. Create and execute an effective agenda: | |
|6. The follow-up procedures after a meeting | |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 | |
| | |6. meetings Follow-up on meeting action items through: | |
| | |Distributing meeting minutes, a follow-up 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) | |
|Grade: 9-10 |
|Subject: Academy Leadership |
|Unit: Meeting Management |
|Lens: Process |
|Instructional Plan/Activities | | | |
|(Correlations) | | | |
|1. Teach the key elements of a meeting. |1 |1,2 |1,2 |
|2. Teach the different types of meeting formats. |1 |2 |2 |
|3. Teach the appropriate method for an agenda. |1 |3 |3 |
|4. Teach parliamentary procedure. |1 |4 |4 |
|5. Teach presentation skills when presenting a proposal to an audience. |1 |5 |5 |
|6. Teach follow-up parliamentary procedure. |1 |6 |6 |
-----------------------
Unit Overview
Students will explore the foundations of leadership with and emphasis on the abilities, characteristics, and requirements that shape leaders.
Approximately: 4 weeks
Introduction to Leadership
Characteristics and Traits
9-10
Myths
Requirements
Characteristics
Unit Overview
Students will examine the various leadership models and concepts while considering the theories of empowerment and delegation.
Approximately 4 weeks
Abilities
Unit Topic:
Introduction to Leadership
Leadership Development
Process
9-10
Empowerment
&
Motivation
Delegation
Models
Unit Overview
Teamwork is about high functioning groups, who are supportive, creative, and productive. Participants in such groups will also share collective challenges, choices, and responsibilities.
Approximately: 4 weeks
Concepts
Unit Topic:
Leadership Development
Teambuilding
Process
9-10
Problem Solving
Innovation
Communication
Teamwork
Getting to Know
&
Trust
Unit Topic:
Teambuilding
Unit Overview
Students will learn and utilize the various aspects of meeting management techniques while using parliamentary meeting procedures.
Approximately: 4 weeks
Meeting Management
Process
9-10
Project
Proposal
Techniques
Agendas
The basics of Meeting Management
Parliamentary
Meeting
Procedure
Meeting Follow-Up
Parliamentary
Meeting Minutes
Unit Topic:
Meeting Management
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