Nominate an American Trustee



Nominate an American Trustee Lesson Plan

Title: Nominate an American Trustee

Subject: Civic Education, Government

Topic: Forms of Participation

Grade Level: 10-12

Time: Five-six 45 minute class periods

View how this lesson plan fits state standards

Materials:

• Computer with internet access, external speakers, and a LCD projector OR access to a computer lab with Internet access and headphones for each student

• Updated Media Player recommended. Download QuickTime. Problems playing? Check our Media Help page.

• Notebook or paper

• Blackboard/Whiteboard

• One Folder for each pair of students

• Student Worksheets (Word, PDF)

• Download Lesson Plan: (Word, PDF)

Learning Objectives:

Students will:

1. define and discuss community leadership;

2. conduct library and internet research about a community leader;

3. write a research report; and

4. create a portfolio of the research process and reflection

PREVIEWING (15 minutes)

NOTE: This lesson is best suited for students with developed Internet research skills. If students do not meet these criteria, the teacher should provide appropriate locally-related materials. In other words, the teacher should select the research subjects for the students to nominate and provide appropriate research materials.

1. Pass out the WORKSHEET to students. Read through the “Situation” section of the worksheet.

2. On page one of the WORKSHEET have each student write down a definition for “community leader” using the questions below as a guide

• What is a community leader?

• What are the common characteristics of a community leader?

3. Based on the answers that students have developed individually, initiate a class discussion about community leadership. Document the student’s ideas on the chalkboard and leave up for future work.

VIEWING AND DISCUSSING (30 minutes)

1. As a class, the brief videos about his Amy Wong Mok, Barbara Brown, and Bernard Rapoport, which can be found on the American Trustees DVD or accessed online at . If you have difficulties accessing the videos, please visit our Media Help page. This viewing with take approximately eighteen minutes.

2. As students watch, ask students to compare and contrast the leaders shown in these videos.

3. Ask if the class if there are any additional characteristics or descriptors of a community leader that were missed in the Preview discussion.

4. Using the Previewing activity, ask students if there are any additional, unique characteristics that describe an American Trustee. After developing a common definition or list of characteristics, proceed with the research project.

NOTE: Some additional characteristics of American Trustees might include:

• inspire others;

• create lasting, institutional change; and

• contribute to the civic character of their communities.

Students are required to bring their worksheets with them every day. Depending on how responsible the class is you might want to collect the worksheets each day at the end of the class period.

APPLICATION

Brainstorming (30 minutes)

NOTE: This brainstorming session will be used to prepare students for the initial research phase.

1. Break students into pairs. They will be working in this pairing through out the research project. This may be decided by the teacher or by the students themselves, depending on class dynamics. Each team will brainstorm and note their ideas on page 2 of the worksheet. They need to note their own ideas as well as their teammates. Ask the groups to brainstorm the following:

• Resources for Research: Research sources where they might look to identify community leaders. Ask students to be as specific as possible and whenever possible identifying specific useful titles.

• Research Topics: In anticipation of a trip to the computer lab and library reserach, instruct students to brainstorm a list of computer searches or keywords that will be useful for research purposes

• Possible Trustees: Have students think about hypothetical American Trustees. They probably won’t know any one by name but have them think about community leaders in a more nonspecific way. Mayor, City Council members, City Manager, Newspaper Editors, Rotary Club Presidents, or Chamber of Commerce President.

2. After 10-15 minutes, bring students back together as a class to share their findings. Ask students to share their best ideas from each section – research for resources, research topics, and possible American Trustees. Students should take notes during the discussion.

NOTE: Appropriate resources might include Who’s Who in America lists, your local newspaper(s), specific search engines such as Google, Dogpile, and/or Ask Jeeves, telephone calls to the newspaper Editors. Appropriate search terms might include “community leaders,” “activist,” “your city + hero.” Appropriate “Possible Trustees” might include the Mayor, City Council members, City Manager, Newspaper Editors, Rotary Club Presidents, or Chamber of Commerce President.

Research/Phase I (45 minutes)

1. The research of this project will be conducted in two phases. During phase one, the students will be trying to identify a short list of possible candidates to nominate. In the second phase, the students will have decided on one American Trustee and they will research that person.

2. For the first round of research the pairs will split up. One person will go to the computer lab and the other to the library. Students must take page 1 and 2 of their worksheets with them to their research destination.

3. During this class period, students should create a short list of possible American Trustees that they might like to nominate on the American Trustees website.

NOTE: Depending on the students’ computer literacy and internet search competency, you may want to utilize the resources on the Interactive Demonstrations site from Colorado State University at .

4. Students need to come back together in their pairs to decide on one American Trustee that they would like to research. Give them approximately 20 minutes to come to consensus.

5. As a guide for the discussion, write these questions the blackboard. And ask students to discuss them as American Trustees are suggested.

• Why is this person an American Trustee?

• Do they meet the criteria? (Does their story inspire others?, Has their work created a lasting or institutional change?, Do they contribute to the civic character of their communities?)

6. After each team has selected an American Trustee, it is time to start researching the chosen person. This time have the students switch, the student that didn’t get to go to the library will now go and vice versa. Students should use page 3 of the WORKSHEET to guide their research.

Research/Phase II (90 minutes)

1. This time have the students switch, the student that didn’t get to go to the library will now go and vice versa. Students should use page 3 of the WORKSHEET to guide their research.

2. Again, the groups should convene to share their research findings with one another. Now the group will work together to put together a mini-portfolio to present their American Trustee.

3. For the remainder of the period, the students then need to put their research into a presentable format.

4. Now the pairs will go the computer lab and use their research to compile a report about the trustee. This will take 2-3 (45 minute) class periods. The students need to use their worksheets in the computer lab.

5. Guide students to use page 3 of their WORKSHEET to begin writing their report.

NOTE: Depending on how much guidance the class needs to complete a writing assignment, you might opt to write additional questions on the blackboard to guide the assignment.

Reflection (45 minutes)

1. After students have returned to the classroom and they have completed their report on their American Trustee, have each student individually write a reflection about what they learned from their trustee and the research experience.

2. Students should spend the remainder of the class period compiling their mini-portfolio. It should include the report on their American Trustee, both students’ worksheets, and their reflection pieces.

HOMEWORK

Students should be instructed to create put their mini-portfolio into a presentable form such as a folder or even construction paper. Then students can nominate their American Trustees online. Have the student print the completed form, for verification. Visit and click on “Nominate a Trustee” in the Navigation Bar.

Optional Extension Activity

Have students give a 1-2 minute class presentation on their Trustee.

ASSESSMENT

Students may be assessed on:

1. the Mini Portfolio, which should include both students’ WORKSHEETS, reflection pieces, and one research report about their American Trustee;

2. their research skills;

3. completion of the online nomination process; and

4. their participation in class discussion about community leadership.

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