How Do They Compare



|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 |Explain the contributions of the Founding Fathers to the development of the national government. |

|5.19B |Identify past and present leaders in the national government, including the president and various members of Congress, and their |

| |political parties. |

|5.19C |Identify and compare leadership qualities of national leaders, past and present. |

Social Studies Skills TEKS:

|5.24 |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: |

|5.24A |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. |

|5.24B |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. |

| | |

|5.25 |Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: |

|5.25D |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)

[pic] 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.

|Attachments: |

• 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. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Locate and gather information on current events and leaders.

6. 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

|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 |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 – 10 minutes |

|Ask the students: |Purpose: |

|Who would you consider a leader? (Write the names on the board. Accept any answer: |Help students focus on leadership and the qualities of effective |

|priest, parents, school administrators, city officials, etc.) |leaders, today and during the revolutionary period |

|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 |TEKS: 5.19A, 5.19B, 5.24B, 5,25D |

|qualities on the board. Honest, fair, helpful, dependable, etc.) | |

| |Instructional Note: |

|Lead a short discussion of the qualities students have provided. Help students group, |Qualities of effective leaders: Vision, Communication, Judgment |

|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 |Suggested Day 1 (continued) – 30 minutes |

|Post the names of Founding Fathers to be studies around the room (John Adams, Benjamin |Materials: |

|Franklin, Thomas Jefferson, George Washington. See Teacher Resource: Founding Fathers for |chart paper |

|nametags that can be used). |information about Founding Fathers |

| | |

|Divide the class into groups of 4. These will be students’ Home Groups. |Attachments: |

| |Teacher Resource: Founding Fathers |

|Distribute a set of the Handout: Resumes of Founding Fathers to each group. In their |Handout: Resumes of Founding Fathers (1 set per student) |

|groups, each student decides which Founding Father he/she will study. |Handout: Effective Leader (1 per student) |

| | |

|Students go to the place in the room with the name of the Founding Father they will study.|TEKS: 5.19A, 5.19B, 5.24B, 5,25D |

|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. | |

| | |

|Distribute the Handout: Effective Leader to each student. | |

| | |

|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. | |

| | |

|Teacher circulates, probing with questions, clarifying and correcting misinformation, and | |

|provide additional information as needed. | |

|EXPLAIN – Prepare for Presentation to Home Groups |Suggested Day 2 – 10 minutes |

|Pair members of different expert groups. |Materials: |

| |Completed Handout: Effective Leader from Day 1 |

|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 |Suggested Day 2 (continued) – 20 minutes |

|Members of the Expert Groups return to their Home Groups to share their learning with home|Attachments: |

|group members. |Handout: Leader Matrix (1 per student and 1 for display) |

|Distribute the Handout: Leader Matrix. | |

| |TEKS: 5.19A, 5.19B, 5.24B, 5,25D |

|One member at a time, students teach their group members about the leader they learned | |

|about. Other group members note important information on their Leader Matrix. | |

| | |

|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 |

|Distribute the Handout: Leadership Quotes. |Attachments: |

| |Handout: Leadership Quotes |

|Continue the discussion with students including the quotes in their discussion of the | |

|contributions of the leaders, determining which foundational characteristic the quote |TEKS: 5.19A, 5.19B, 5.24B, 5,25D |

|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 |Suggested Day 3 – 20 minutes |

|Distribute the Handout: Comparison Charts to small groups. |Attachments: |

| |Handout: Comparison Charts (1 set per group) |

|In their groups, students discuss the leaders, past and present, by analyzing the charts |Teacher Resource: Comparison Charts KEY |

|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.) | |

| | |

|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 |Suggested Day 3 (continued) – 30 minutes |

|Create a graphic organizer that compares and contrasts the ideas and leadership |Attachments: |

|characteristics of two leaders during times of conflict. Write a summary paragraph |Handout: Compare Leaders (optional, 1 per student) |

|explaining why you feel these individuals were or were not effective leaders. (5.19A, |Handout: Blank Leadership Comparison Chart (optional, 1 per student) |

|5.19B, 5.24B, 5,25D) | |

|[pic] 1C, 5F | |

| | |

|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.) | |

|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. | |

[pic][pic]

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