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High School Emerging Leaders Curriculum

Course Description: The Emerging Leaders program combines experiential and project-based learning to empower students to make a difference on their campus, community, and world. Through small and large group discussions, team building activities and community engagement, students will actively pursue topics such as collaborative leadership, leadership styles, ethics and decision making while exploring the power of risk taking, communication, and facilitation. Scope and Sequence:

Timeframe Unit Instructional Topics

2 weeks Introduction Topic 1: School Culture Topic 2: Customer Topic 3: Structure Topic 4: Leadership 101 Topic 5: Event Planning

4 weeks Communication Topic 1: Working Together Topic 2: Marketing Topic 3: Social Media Topic 4: Digital Citizenship Topic 5: Facilitation

3 weeks Group Topic 1: Accountability to Others Topic 2: TEAM

5 weeks Individual Topic 1: Leadership Basics Topic 2: Personal Leadership Development Topic 3: Failure Topic 4: Preparing to Make a Difference

4 weeks Ethics Topic 1: Defining Ethics Topic 2: Morality Topic 3: Community + Citizenship + Morals

Board Approved: July 27, 2017 2 | Page

Unit 1: Introduction

Subject: Emerging Leaders Grade: 9, 10, 11, 12 Name of Unit: Introduction Length of Unit: 2 weeks Overview of Unit: This unit sets the stage for the course as well as begins to put returning students as leaders within the curriculum. Students will begin understanding culture from a broad lens and continue to narrow their focus to a school level. Secondly, the concept of customer and customer voice will be explored, encouraging students to have a service leadership framework as well as continuously being culturally responsive to all customers. The curriculum turns to define the process of event planning and teambuilding within the course itself. Lastly, students will either practice organizing and event planning folder or shadow a leader in a field they wish to explore further. Priority Standards for unit:

● DESE: Show-Me.3.2 Student plans and implements events. ● DESE: Show-Me.3.3 Student uses effective meeting skills. ● DESE: Show-Me.3.5 Student explains the structure and processes of an organization. ● DESE: Show-Me.6.3 Student participates in service learning projects.

Supporting Standards for unit:

● ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

● ISTE-KNOWLEDGE COLLECTOR.3 - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

● ISTE-CREATIVE COMMUNICATOR.6: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

● ISTE-GLOBAL COLLABORATOR.7: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

● ISTE-COMPUTATIONAL THINKER.5.B - collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.


Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to do)

Bloom’s Taxonomy

Levels Webb's DOK events Plan Create 3, 4 events Implement Apply, Create 3,

effective meeting skills Use Apply 2 the structure and processes

of an organization Explain Understand,

Analyze 2, 3 in service learning projects Participate Apply 2

Essential Questions:

1. How does vision, mission, and values drive everything an organization or individual does?

2. What is school culture and how is it influenced? 3. How does a student successfully plan, implement, and evaluate a project from conception

to clean up? Enduring Understanding/Big Ideas:

1. An organization is both efficient and effective, from top to bottom and vice versa, when there is clear alignment with the vision, mission and values (VMV). This concept will be extended for students to explore examples of this and utilize their high school’s VMV as an example. Students will role model accountability to their own VMV as a class and, where applicable, a Student Council.

2. Students will be able to define what school culture is from an individual and organizational standpoint. Moreover, they will identify the culture of their high school and explain the role of the student leader within that process.

3. Students will be able to articulate and explore the necessary steps to project planning, implementation, and evaluation including, but not limited to, prioritizing ideas/resources, adapting to change, setting and utilizing a budget, creating a workable timeline for completion, working within the necessary structures and processes, and evaluating self and the project objectively.


Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Culture Effective Efficient Customer

Adaptive Leadership Event Planning

Evaluation Vision

Mission Values

Parliamentary Procedures

Resources for Vocabulary Development: MASC, NASC


Topic 1: School Culture

Engaging Experience 1 Title: Community Culture (who, why, where, what, how) Suggested Length of Time: 2-3 class periods Standards Addressed Priority:

● DESE: Show-Me.3.5 Student explains the structure and processes of an organization.

Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an

active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

Detailed Description/Instructions: This activity is to look at culture in a broader sense of the community that will prepare students for the next experience. Students first need to understand how they fit into a larger picture before focusing on their high school specifically. In this activity students will be split into groups of 3-4 and pick a culture out of a hat they will explore further. Groups will explore the who, what, where, how, why, (students can go wherever their research and interests take them) of different parts of cultures. Pick cultures regionally and then push students to explore deeper into what defines those cultures such as food, religion, economics, etc. Ultimately, groups should be able to present for 10 minutes in a succinct format and be able to answer any type of question that may arise from the audience. For example, students will pick cultures like United States, United Kingdom, Middle East, Asia (Japan, China), North Korea, Afghanistan. While exploring these cultures, groups will need to at least identify the following:

● Religions ● Food characteristics ● How the culture has changed over time (and influences of these changes). ● Landmark historical events/decisions (Churchill getting elected, Civil Rights

Movement, etc.) Once all groups have presented, the advisor will facilitate an objective discussion around the below questions. The point of this discussion is to have students explore what makes up cultural components and not to debate over beliefs of one or multiple cultures.

● Compare and contrast similarities within these cultures ● Why is it important to be able to analyze/evaluate other cultures objectively?

○ Were you able to do that? Was that more or less challenging than you thought?


● Where do you fit as a person and in what hierarchy (i.e., are you a Christian/Muslim/etc. before an American/Japanese)?

● How are the facets of this culture reflected in an individual's priorities/values? ● How does this relate to their high school and Student Council (where applicable)?

o How do you know your hierarchy or how may this change in the future? Option B: Students will prepare a brief multi-media presentation (i.e. prezi, video, infographic, etc.) that highlights their individual cultural experiences. Teachers are encouraged to share their own as examples and to contribute to the culminating discussion. Cultural characteristics to be shared can include things such as places lived, religion, ethnicity, group affiliations, experiences, interests. Students will be encouraged to have discussions with family members about their family’s cultural heritage and experiences. Students will then share these with the class and the class will have a group discussion about commonalities and unique aspects within the school and how that contributes to a rich community fabric. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3 Engaging Experience 2 Title: School Culture (who, why, where, what, how) Suggested Length of Time: 2 class periods Standards Addressed Priority:


Supporting: ● ISTE-KNOWLEDGE COLLECTOR.3-Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Detailed Description/Instructions: Building on the discussion over culture, we will begin focusing on the culture at their high school. Students will analyze all of the worldly cultures that flow into their high school. Ultimately, we will reflect on what the school culture of their high school is and how we reach every student. Through the activity, students will begin to build the identity of their high school, how it is influenced, and how it changes over time. The teacher should lead a discussion before engaging in the activity to help students understand culture.


● How are school culture and worldly cultures similar? ● How do worldly cultures influence school culture? Examples?

Refer to the activity, “The Image of the Student Council - The Outsider Looking In.” This activity challenges students to look at their high school from the viewpoint of a student not in student council (where applicable) and determine positive and negative things about our culture.

A way to differentiate this activity is to have first year students write down ideas about their preconceived notions about their high school. Second/third-year students will be able to list ideas while being at their high school and fourth-year students should be able to list ways the school culture has shifted throughout their tenure at their high school.

Option B: Best day at school - students will write a brief narrative (3-5 minute quickwrite) of the best day they have ever had at school. They will then share stories in small groups of 3-5 students. From that they will identify 3-5 common characteristics that contributed to that day being so great. The groups will then share out with the whole class and they will utilize a consensogram approach to group the characteristics. The teacher will then lead a discussion of what creates a great school culture, including analyzing wants and needs and how a school culture can meet those. Students will then apply these characteristics to design what they would want to see in cafeteria expectations and procedures as well as interactions with peers. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3 Engaging Experience 3 Title: Influences of School Culture/Climate Suggested Length of Time: 1 class period Standards Addressed Priority:

● DESE: Show-Me.3.3 Student uses effective meeting skills. ● DESE: Show-Me.3.5 Student explains the structure and processes of an

organization. Supporting:

● ISTE-GLOBAL COLLABORATOR.7.C-Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Detailed Description/Instructions: Have students write down 3-5 things they tried to or did change about an organization, in or out of school, or about themselves. These should be written on sticky notes and one idea per note.

https://drive.google.com/open?id=1QzsgzkDdk259DNENjzXunIu7QKBgaUuy77xyxkT98H8


Next have students pair up with a partner they have not spent much time with yet. Each student will share their sticky note ideas. The pair can add more sticky notes if new ideas arise from the conversation. Have students try to think of one more change they implemented somewhere from the discussion. This pair should identify 3-4 they would like to share and pocket the others. Have each pair group with another pair, making a group of 4. Each pair will share their ideas and explain them. The group will then identify 4, 2 changes that occurred and 2 that failed in the process, they want to bring to the overall group. Have students write the two that occurred on blue sticky notes and the two that failed on red sticky notes (for a visual). On a big sheet of paper, have each group share their four things and place them on below grid:

Effort Low, High High, High

Low, Low High, Low

Impact

Have students discuss what they are seeing from where the sticky notes landed on the grid. Why are more successes in different quadrants? What’s the difference between first- and second- order change? How many of these successes are first-order changes and how many failures were second-order change? Have student hypothesize why this is the case. Now have students fill out the Social Change worksheet individually. Worksheet: https://docs.google.com/a/parkhill.k12.mo.us/document/d/1knGnnzLx724jVNwstoOE7TGDe_4H9vRUfRHRflSsS5U/edit?usp=sharing Then have students break up in groups (2-4) and jigsaw the four stages of change theory. As students share out the stages, have students share personal examples and experiences. Change Theory: https://docs.google.com/a/parkhill.k12.mo.us/document/d/1WGKkvooCN7Tzo8HqCAnRYDLydoPLDqatGQT3taH-scI/edit?usp=sharing The teacher can have the following diagram below visible while students talk through the different stages. The teacher shall close this activity with students discussing how they can use this concept in the future or identify something they want to change and develop a plan of action while taking into consideration this theory. Furthermore, potential facilitation questions are:

● What type of change is in our locus of control? ○ Chart out the school year and the role of student leadership and things they can

https://docs.google.com/a/parkhill.k12.mo.us/document/d/1knGnnzLx724jVNwstoOE7TGDe_4H9vRUfRHRflSsS5U/edit?usp=sharing

https://docs.google.com/a/parkhill.k12.mo.us/document/d/1knGnnzLx724jVNwstoOE7TGDe_4H9vRUfRHRflSsS5U/edit?usp=sharing

https://docs.google.com/a/parkhill.k12.mo.us/document/d/1WGKkvooCN7Tzo8HqCAnRYDLydoPLDqatGQT3taH-scI/edit?usp=sharing

https://docs.google.com/a/parkhill.k12.mo.us/document/d/1WGKkvooCN7Tzo8HqCAnRYDLydoPLDqatGQT3taH-scI/edit?usp=sharing


change and influence for a positive culture/climate. ● What type of change is outside our locus of control?

○ How do you navigate change outside our control? As a leader/follower? When does one challenge the change and how we can positively influence school climate (chart our school year and our role in influencing climate); identify things outside our locus of control and how we navigate around these; social change theory

Bloom’s Levels: Understand, Apply, Analyze Webb’s DOK: 2, 3


Topic 2: Customer Engaging Experience 1 Title: Who is Our Customer Suggested Length of Time: 1 class period Standards Addressed Priority:


Supporting: ● ISTE-GLOBAL COLLABORATOR.7: Students use digital tools to broaden their

perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.


Detailed Description/Instructions: In order to effectively reach the students in their high school, students will need to understand who those students are. Through the Demographic Scavenger Hunt activity, students will begin to form a foundational idea about what cultures are represented at their high school. The Demographic Scavenger Hunt will push students to look at various facets of data about their high school community--socioeconomic, religious, language, family structure, etc.--and help students understand the school population. Categories in the scavenger hunt can include, but are not limited to: socioeconomic data for their high school, median income, neighborhoods that attend their high school, religions present at their high school, number of languages spoken, students in homelessness, food insecure students, free and reduced population, students enrolled in AP/Dual Credit, education of parents (how many students come from a home with parents with two or more 4-year degrees), first generation American, etc. The advisor will ultimately lead a discussion that focuses on their high school as the customer.

● What data surprised you? ● What did you learn about your school that you did not know prior? ● Is there something you never considered before looking at the data? ● Are we reaching every pocket at their high school?

Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3


Engaging Experience 2 Title: How We Serve Our Customer Suggested Length of Time: 2 class periods Standards Addressed Priority:


Supporting: ● ISTE-CREATIVE COMMUNICATOR.6: Students communicate clearly and

express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Detailed Description/Instructions: Students will initially discuss the role of student council (where applicable) and student leaders within a school and ultimately deciding that they exist to serve their school community. After defining who our customer is, the next step is analyzing how we serve those people. The teacher will lead a discussion about how to define and serve the population. Topics include:

● How customers change based on the event (spirit week vs. parade) -- how does our customer change based on events for the school and for the community?

○ Ongoing customer (every student) -- do we reach every student? Is there an event that every student could attend throughout the year?

○ Part-time customer (Riverside Mayor, MASC, etc.) -- who are our customers that we reach periodically through the year? Are these customers important, or as important, as our ongoing customers?

● How can we create events that reach every student, even if those pockets are not well represented in class?

○ Ultimately, this question should reach to the importance of reaching out to our school and beyond our classroom population.

○ Introduce sympathy vs. empathy. ● How do we reflect on who our customer is? Why is it important to reflect on our school

population periodically? How can we better communicate with the various sub-cultures of their high school? How do we get feedback from our customers and how often should this be done? What questions should we use to guide the feedback from our customers?

● How do we keep these questions and this discussion at the forefront and alive throughout the semester and year?

The conversation should end as students realize the importance of reaching beyond the classroom population and creating events that are attractive to, and include, as many students as possible. Try to connect customer to the cultural conversations previously had.


Having discussed the importance of communicating with students outside of our classroom, the advisor will introduce “PHS Bingo” or “PHHS Bingo” The purpose of this activity is to get students talking to students outside of the classroom about student council events (where applicable), events at their high school and the culture of their high school. Each student will be given a Bingo board with questions like, “do you attend your high school events,” “do you feel interested in your high school events,” “what do you want the student leaders of your high school to know about your interests/unmet interests.” Once students have collected their responses, the class, as a whole, will combine the feedback and reflect on how to include this feedback as they begin to look ahead for the rest of the year. The advisor should highlight the importance of using feedback and growing from it. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3


Topic 3: Structure Engaging Experience 1 Title: Structure of Organization Suggested Length of Time: 1 class period Standards Addressed Priority:




Detailed Description/Instructions: The teacher will introduce how various organizations are structured (financial institution, fortune 500 company, non-profit, campaign, etc.). The discussion should focus on why that organizational structure supports the goal of those businesses. Students will then create a flowchart/hierarchal structure of their high school student council (where applicable). They will start with the individual and then continue adding layers until they feel it is sufficient. The teacher will then introduce the structure, hierarchy and organization of student council (where applicable). Students should reflect (and/or correct) their original thoughts.

● Members, Committees, Cabinet/Directors, Executive Team, Advisors, Admin The teacher (or executive team) will then explain how STUCO (where applicable) fits into the structure of their high school and the PHSD, highlighting the process for getting administrator approval. The teacher (or executive team) will lead a discussion about the balance of an effective and efficient organization and the role of an individual within those parameters. Emphasis on defining and comparing the differences of effective vs. efficient should be considered. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3


Engaging Experience 2 Title: Flexibleness of Structure of the Organization and How Innovation Drives Efficiency and Effectiveness Suggested Length of Time: 1 class period Standards Addressed Priority:


Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an

active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

Detailed Description/Instructions: To start the discussion about efficiency/effectiveness/ innovation, students will participate in the “Turtle Shell Activity.”

Turtle Shell Activity: students divide into three groups (medium to large-sized groups work best). Each group is given a limited quantity of “turtle shells” they must use to get from Point A to Point B (roughly 30 feet apart). Students must use the shells to get across and cannot: (1) have more than two feet on a shell; (2) step off a shell (or they must go back to the start); (3) manipulate/destroy/change the shells. If a shell is in the water, it must have at least one foot on it. Students will compete against the other teams to see who gets across the fastest and who carries the most shells. They will complete the activity two-three times, and allowing for discussion/strategizing between each turn. Groups are not allowed to watch other groups complete the task.

Following the “Turtle Shell Activity,” the teacher should lead a discussion that focuses on how the team worked to become more effective and efficient during the subsequent trials.

● Did your approach change after the first attempt? Whose idea was it? ● Did your organization/structure change or adapt? ● What was the craziest strategy thrown out during brainstorming? Why did you abandon

that idea? ● Have the students define efficient vs. effective leadership and highlight the ways that they

either were (or were not) efficient or effective in their problem solving to complete the game.

Ultimately, the discussion should highlight the importance of voicing an opinion to increase efficiency and effectiveness in completing a task. The teacher can also highlight the responsibility of an individual within student leadership to fix a problem they see (which will be built upon in subsequent units).


The activity should stress the importance of voicing an opinion to increase efficiency/eliminate redundancy and sponsor innovation. (could use a corporate America example/case study). The teacher should highlight a see the problem/fix the problem example/item by having students look at a time that while outside the hierarchy, they had to take the opportunity to make a decision that ultimately worked to make the group more successful/efficient/effective. Talk about why certain structures are in place within our organization and the purpose they serve--expand that out to the building and district as well. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3


Topic 4: Leadership 101 Engaging Experience 1 Title: Team Building (within class, organization, etc.) Suggested Length of Time: 1-3 class periods Standards Addressed Priority:


Detailed Description/Instructions: The teacher and/or executive team will engage students in various team-building activities to build teamwork, trust and communication between members of the class and STUCO (where applicable) as a whole. These activities will lay the framework for trust later in the semester. The chosen activities should move from low to high risk and include one at each level (low, medium, high). The teacher and/or executive team will lead a discussion that helps the students process through the activities that just did and highlight the importance of trust, teamwork and communication. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3 Engaging Experience 2 Title: Colors of Leadership Suggested Length of Time: 1 class period Standards Addressed Priority:


Detailed Description/Instructions: Students will take the colors of personality test and determine their leadership style. Colors of Personality After completing the colors test, students will divide into their color groups. Students will complete the “Dream School Activity” within their color groups. Dream School Activity: Students will be divided into their color groups and, working a team, will draw their dream school. This will highlight the differences between the colors. Each group will present to the class their dream schools. Alternative scenarios include: dream classroom; ideal room; design a locker

https://drive.google.com/open?id=0B_w3cb0bkSxBTjhFenE1YllaZEU


The advisor and/or executive team will lead a discussion about the major differences between each color, and how each color acts/leads. The discussion should focus on the importance of including each color on a team/committee and why that would be beneficial. This discussion could extend out to tie back to our customers and cultures and how each group fits within our dream school or why they may have been, intentionally or not, excluded. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3 Engaging Experience 3 Title: Vision, Mission, Values Suggested Length of Time: 2 class periods Standards Addressed Priority:


Supporting: ● ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project

teams, assuming various roles and responsibilities to work effectively toward a common goal.

Detailed Description/Instructions: Students will divide into groups to define what vision, mission and values means. The discussion should ultimately highlight that VMV should drive everything that an organization does, and every initiative should somehow relate back to the VMV. After determining what VMV is, the students will be divided into different groups in order to discuss the VMV of their high school’s STUCO (where applicable). There will be three areas for students to brain dump what each group brainstormed. Then the executive team will facilitate a whole group discussion, combining the classes responses, to write the VMV for their high school’s STUCO (where applicable). Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3 Engaging Experience 4 Title: Gratitude Suggested Length of Time: 3-5 class periods Standards Addressed Priority:



Detailed Description/Instructions: The advisor will lead a large group discussion over what gratitude is, how it is defined, and what it looks like.

● How does gratitude influence school culture? ● How does gratitude look different at different times (small vs large)? ● Why is gratitude important?

To introduce the assignment, the class will watch the TED Talk, “Everyperiod Leadership,” and reflect on how gratitude is part of “everyperiod leadership.” To get students practicing gratitude, they will either write Gratitude Letters or Thank You Notes. Beyond this topic, thank you notes will be established as a part of every committee round throughout the course to promote continuous culture of gratitude and re-emphasize its importance.

A) Gratitude Letters: Students will write two (or more) letters of true and deep gratitude to others. One needs to be to someone in STUCO and one to someone outside of STUCO. The advisor does not read the letters for content, but does look to make sure that letters are of acceptable length (one or more pages). Students can choose to sign their name or send the letter of gratitude anonymously. Letters will be distributed to everyone in STUCO at the same time, and letters outside of STUCO will be mailed/delivered if students provide a stamped envelope. B) Thank You Notes: When writing thank you notes, students need to clearly outline the what (item or service) of their gratitude, how it impacted them or what they did with it, and how it will benefit them in the class periods/weeks/years to come. Notes must be hand written neatly in blue or black ink. Highlight examples of thank you notes that have come to STUCO from other entities to help students realize the importance of receiving gratitude so that when they are presented with the opportunity to show gratitude, they are more fully aware of the recipient's response.

Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3 Engaging Experience 4 Title: Effort Suggested Length of Time: 2 class periods Standards Addressed Priority:


Detailed Description/Instructions: At the end of a class period, hurriedly pass out the “PRIDE” handout from “Activities That Teach.” The advisor should not give any directions besides the assignment is due the next class period. PRIDE Handout

https://www.ted.com/talks/drew_dudley_everyday_leadership?language=en

https://drive.google.com/open?id=0B_w3cb0bkSxBaFZ4Sk81WmczSmM


At the beginning of the next class period, the advisor will lead a discussion about effort and pride.

● Do you feel proud of the work you turned in? ● Did you put any effort into your work?

This discussion should ultimately tie back to the expectations of a student leader and of the class. It is important to highlight the work that we do should always reflect who we are, how we want to be seen and no task is to menial to put effort into. Students can be given the opportunity to redo the assignment. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 3


Topic 5: Event Planning Engaging Experience 1 Title: Event Planning Suggested Length of Time: 1 class period Standards Addressed Priority:

● DESE: Show-Me.3.2 Student plans and implements events. Supporting:


Detailed Description/Instructions: The advisor and/or executive team will explicitly walk students through the event planning process and the project folder process. The discussion should touch on planning in advance/backwards design, time management, financial planning, and adapting to change. This discussion should once again highlight the process of producing an event from idea to clean-up and the approvals that need to be attained. Reference a Project Folder to see all of the event planning steps. This topic should continue to be practiced by students during and throughout each committee round. Bloom’s Levels: Create; Webb’s DOK: 3, 4 Engaging Experience 2 Title: Project/Event Evaluation Suggested Length of Time: 1 class period Standards Addressed Priority:

● DESE: Show-Me.3.2 Student plans and implements events. ● DESE: Show-Me.3.5 Student explains the structure and processes of an




Detailed Description/Instructions: The advisor and/or executive team will lead a discussion about the importance of project/event evaluation. The students will reference the evaluation forms currently set-up (see project/committee evaluation forms). The discussion should highlight the importance of objectively evaluating events/projects and one’s role within that process and reflecting on goals to determine success. Special attention should be paid to spiraling back to the initial discussion about our customer/serving our customer to determine if we are reaching every pocket of our school. This topic should continue to be practiced by students during and throughout each committee round. Bloom’s Levels: Create, Understand, Analyze Webb’s DOK: 3, 2, 3 Engaging Experience 3 Title: Service Learning Suggested Length of Time: 1 class period Standards Addressed Priority:

● DESE: Show-Me.6.3 Student participates in service learning projects. ● DESE: Show-Me.3.2 Student plans and implements events.

Detailed Description/Instructions: Throughout the course, students will participate in community service projects. Each student is required to participate in group community service hours outside of class, in addition to planning, implementing and working on committees in service to their student community during the class. The advisor will lead a discussion focusing on appropriate behavior at community service events, how to advocate to set-up group hour events and how to complete the Group Hours Form (refer to Group Hours form online).

● How do you want to be seen? What is appropriate behavior to ensure STUCO (where applicable) is represented how you think it should be?

● Why is it important to serve our community/school? Option B: Students will learn about and conduct research on volunteer opportunities to engage with their community. Students will be encouraged to participate in community service hours, but may not be required. Additionally, students will consider opportunities for incorporating this into passion projects or coursework in other content areas. Bloom’s Levels: Create, Apply Webb’s DOK: 4, 2


Engaging Experience 4 Title: Parliamentary Procedures Suggested Length of Time: 1 class period Standards Addressed Priority:

● DESE: Show-Me.3.3 Student uses effective meeting skills. ● DESE: Show-Me.3.5 Student explains the structure and processes of an



Detailed Description/Instructions: Students will explicitly learn the process of parliamentary procedure and discuss its benefits for conducting a meeting with a large group of people. The advisor will model how to make a motion/second, table, refer to committee, amendments, and point of privilege. Students will practice parliamentary procedure through a discussion with the executive officers leading and the advisor observing. Bloom’s Levels: Apply, Understand, Analyze Webb’s DOK: 2, 2, 3


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Level 1 (first year to leadership course) In small groups, create and utilize a fully functional and organized project folder for the design and execution of a project that specifically reaches out to an underserved population of our school community. Individually, students will write a reflection of the how the project ties to both the VMV, individuals, and self. Level 1 Option B Students will work in groups to develop and pitch a plan for hosting a community night to showcase the work of students across content areas. Level 2 (second year to leadership course) Students will identify a potential career they would like to explore. They will shadow someone in this career for an entire period. The purpose of this activity is twofold; 1) to explore an interest of theirs and see it through the lens of leadership and ethics; and 2) to highlight that leadership extends well beyond theory and philosophy to duties that come up in the period-to-period operations of a leader (i.e. having to mediate conversations between employees, personally connecting with an employee about paperwork yet turned in, etc.)

● Setting the stage: prior to the shadow period, students will develop questions they want to investigate with their mentor. Moreover, they will outline what they expect to see and experience. They should highlight job duties they would expect to observe as well as:

○ Communication techniques (Unit 2), ○ Group dynamics such as leader vs. follower and adaptive leadership (Unit 3), ○ Individual traits such as personality, goals and leadership theories (Unit 4), and ○ Ethical decisions or dilemmas (Unit 5) that they expect to observe.

● During shadowing event: student should take notes and ask questions of what they are observing. They should set 20-30 minutes of time aside to interview their mentor about experiences, things that surprised them after accepting the job, goals, individual beliefs, etc.

● After shadowing event: students will find a unique way to share their story with the class. This can be a presentation, video, story, etc. The advisor will set up a schedule for these presentations that occur throughout the remainder of the class. They should have students that had a strong take-away about communication present in Unit 2 and students that had a strong take-away about working with others in Unit 3, etc. The advisor will further differentiate and challenge presenters to present through a particular lens within the unit being studied at the time of the presentation. For example, a strong student presenting in the communication unit may be given the challenge to present only through facilitation (questioning of their audience). Another example may be a student presenting in the individual unit could be challenged to talk through the lens of personality and theory of their mentor.


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience

Title

Description Suggested Length of

Time

School Culture

Community Culture (who, why, where, what, how)

This activity is to look at culture in a broader sense of the community that will prepare

students for the next experience. Students first need to understand how they fit into a larger picture before focusing on their high school

specifically.

2-3 class periods

School Culture

School Culture (who, why,

where, what, how)

Building on the discussion over culture, we will begin focusing on the culture at their high

school. Students will analyze all of the worldly cultures that flow into their high school.

Ultimately, we will reflect on what the school culture of their high school is and how we reach

every student. Through the activity, students will begin to build the identity of their high

school, how it is influenced, and how it changes over time.

2 class periods

School Culture

Influences of School

Culture/Climate

Students will participate in a Social Change activity.

1 class period

Customer Who is Our Customer

In order to effectively reach the students in their high school, students will need to understand

who those students are. Through the Demographic Scavenger Hunt activity, students

will begin to form a foundational idea about what cultures are represented at their high

school.

1 class period


Customer How We Serve Our Customer

Students will initially discuss the role of student council (where applicable) and student leaders

within a school and ultimately deciding that they exist to serve their school community.

2 class periods

Structure Structure of Organization

The teacher will introduce how various organizations are structured (financial

institution, fortune 500 company, non-profit, campaign, etc.). The discussion should focus on why that organizational structure supports the

goal of those businesses.

1 class period

Structure Flexibleness of Structure of the Organization

and How Innovation

Drives Efficiency and Effectiveness

To start the discussion about efficiency/effectiveness/ innovation, students will participate in the “Turtle Shell Activity.”

Following the “Turtle Shell Activity,” the teacher should lead a discussion that focuses on how the team worked to become more effective

and efficient during the subsequent trials.

1 class period

Leadership 101

Team Building (within class, organization,

etc.)

The teacher and/or executive team will engage students in various team-building activities to

build teamwork, trust and communication between members of the class and STUCO as a whole (where applicable). These activities will

lay the framework for trust later in the semester.

1-3 class periods

Leadership 101

Colors of Leadership

Students will take the colors of personality test and determine their leadership style. Colors of

Personality

1 class period

Leadership 101

Vision, Mission, Values

Students will divide into groups to define what vision, mission and values means.

2 class periods




Leadership 101

Gratitude The advisor will lead a large group discussion over what gratitude is, how it is defined, and

what it looks like. How does gratitude influence school culture? How does gratitude look different at different

times (small vs large)? Why is gratitude important?

3-5 class periods

Leadership 101

Effort At the end of a class period, hurriedly pass out the “PRIDE” handout from “Activities That

Teach.” The advisor should not give any directions besides the assignment is due the next

class period. PRIDE Handout At the beginning of the next class period, the advisor will lead a discussion about effort and

pride.

2 class periods

Event Planning

Event Planning

The advisor and/or executive team will explicitly walk students through the event

planning process and the project folder process. The discussion should touch on planning in

advance/backwards design, time management, financial planning, and adapting to change.

1 class period

Event Planning

Project/Event Evaluation

The advisor and/or executive team will lead a discussion about the importance of project/event

evaluation.

1 class period

Event Planning

Service Learning

Throughout the course, students will participate in community service projects.

1 class period

Event Planning

Parliamentary Procedures

Students will explicitly learn the process of parliamentary procedure and discuss its benefits for conducting a meeting with a large group of

people.

1 class period

https://drive.google.com/open?id=0B_w3cb0bkSxBaFZ4Sk81WmczSmM


Unit 2: Communication Subject: Emerging Leaders Grade: 9, 10, 11, 12 Name of Unit: Communication Length of Unit: 4 weeks Overview of Unit: Communication is essential to leadership and in this unit students will explore communication in multiples ways and formats to begin developing their outlook and approach to communication with others. This unit begins with students exploring how to work together while disagreement over a topic or philosophy is healthy, understanding disagreement in an organization is healthy. Students will next look at how they market events and their message to others, review the power of social media and digital citizenship. Lastly, students will develop their facilitation skills. Within this topic, students will explore the powers of persuasion and facilitation, when to use what and how they want to use these tools to their advantage as a leader. Priority Standards for unit:

● DESE: Show-Me.1.1 Student communicates effectively in small and large groups. ● DESE: Show-Me.1.4 Student communicates effectively in print, verbal, and electronic

forms. ● DESE: Show-Me.4.2 Student understands and uses problem solving and conflict

resolution strategies appropriate for the group. Supporting Standards for unit:

● ISTE-KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

● ISTE-DIGITAL CITIZEN.2: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.





Bloom’s Taxonomy

Levels Webb's DOK Effective in small and large

group Communicate Apply 3 Effective print, verbal and

electronic Communicate Create 4 problem solving and

conflict resolution strategies appropriate for the group Understand Understand 1, 2

Essential Questions:

1. Why is it necessary to be an effective and efficient communicator? 2. How do you craft a marketing strategy to effectively deliver your message to an

audience? 3. Why is it important for student leaders to be exemplary digital citizens?

Enduring Understanding/Big Ideas:

1. Students will be able to identify various methods of communication and be able to employ them appropriately based on the timing, audience, and topic.

2. Students will be able to identify their audience and successfully persuade or convince them to buy into an idea/topic/strategy.

3. Students will understand the far-reaching effects of their digital presence and how it contributes to their credibility as a leader in their school community and the credibility of their group or organization in that community.

Unit Vocabulary:


Effective Efficient

Verbal, Written, Electronic Social Media

Marketing

Power of Persuasion Power of Facilitation



Topic 1: Working Together

Engaging Experience 1 Title: Leave the Heat in the Kitchen Suggested Length of Time: 1 class period Standards Addressed Priority:

● DESE: Show-Me.4.2 Student understands and uses problem solving and conflict resolution strategies appropriate for the group.

Detailed Description/Instructions: Have students complete a ‘four corners’ activity (Strongly Agree, Agree, Disagree, Strongly Disagree) using statements that increase in divisiveness (i.e. their high school is a great place to be and work up to Abortion is good/ [the current president] is the best president of all time). For the more controversial pieces, tell kids to think about where they would go, without moving. Show the Van Jones video (Episode 3). Talk about how we can agree/disagree respectfully and getting beyond surface level responses to a deeper level of conversation. Extend the conversation with the ultimate goal that students realize in effective and efficient organizations that disagreement is positive, needed and beneficial.

The advisor will facilitate a conversation emphasizing the power of disagreement within an organization and how to agree while remaining peers/friends/teammates.

● What about that makes the conversation so difficult to have? ● When we find ourselves at very divisive topics with one another, how do we

move forward respectfully and productively? ● Is there a point at which we are so impassioned, that it is worth it to break

friendships/burn bridges to remain on our talking point(s)? Bloom’s Levels: Understand Webb’s DOK: 1, 2 Engaging Experience 2 Title: Effective and Efficient Suggested Length of Time: 2-3 class periods Standards Addressed Priority:

● DESE: Show-Me.1.1 Student communicates effectively in small and large groups. ● DESE: Show-Me.1.4 Student communicates effectively in print, verbal, and

electronic forms. ● DESE: Show-Me.4.2 Student understands and uses problem solving and conflict

resolution strategies appropriate for the group.

http://www.cnn.com/2016/11/12/opinions/van-jones-messy-truth/


Supporting: ● ISTE-KNOWLEDGE COLLECTOR.3: Students critically curate a variety of



Detailed Description/Instructions: In small groups, create an idea for a project (this can be an event or concept such as increase diversity acceptance) at their high school. Create a pitch to the principal in three separate formats--oral, written, and visual. While students are working on their pitch, split the class in half. Share a negative campaign ad, remade about our principal, to half of the groups so that they have this prior to their pitch. After some in-class work time, forward the written and visual pitches to the principal. Later, have a period where the groups each present their oral pitch to the principal. Once his feedback has been shared regarding the small group presentations and visual/written pitches, discuss the following:

● Was there a difference in the time you put in on your verbal vs. written. vs. visual pitches?

● Was there a difference in their success rates (as determined by a ‘yes’ or ‘no’ vote from the evaluating principal?)

○ Why do you think that is? ● For those of you that received specific information about our principal, how did that

influence your pitch? How did that affect your perception of him? ● How did it make those of you with no principal background information feel to know

others may or may not have had a leg up? Bloom’s Levels: Apply, Create Webb’s DOK: 2, 4


Topic 2: Marketing

Engaging Experience 1 Title: Marketing Suggested Length of Time: 1 class period Standards Addressed Priority:


electronic forms. Supporting:


Detailed Description/Instructions: Find an ad/poster/tweet/graphic that really speaks to you (motivates you, makes you feel inspired, etc.). Share it with an adult (someone over 18) and a child (middle school or younger) in your life and take a few notes on their reaction as well as their overall opinion. Bring the adult and child response and the communication to class. As a group, share these examples and outcomes. Discuss:

● What about them moved us to action? ● What spoke to the adult/child audience? If not, why? ● How can we take some of those elements and incorporate them into our

communications with the student body? ● What about this ad/poster/tweet appealed to you? To your adult? To your child?

○ Were there limiting factors (if so, what) that made your communication unappealing to the adult/child audience?

● To what extent did the audience change the efficacy of the message? Another option for this activity would be to bring students through the ‘Logo Quiz’ game where students are given a logo and they identify the company. Facilitate a similar discussion around these questions:

● What allowed us to appropriately associate the logo to the company? ● Did we have an associated slogan or feeling that we associated with the logo? If

so, what? ● In what way do we brand our events to make them accessible to kids?

Bloom’s Levels: Apply Webb’s DOK: 3


Topic 3: Social Media

Engaging Experience 1 Title: Social Media Suggested Length of Time: 2-3 class periods Standards Addressed Priority:






Detailed Description/Instructions: Go through the following steps: 1. Understand each major social media network and how students utilize them

a. Have an upperclassman share different ways that they have seen their peers utilize each social media platform. Share examples of effective and ineffective interactions.

2. How to market events/activities on SM a. Have students search other STUCO’s twitter presence as well as other state

organizations (MASC, OASC, TASC, etc.). Pull three examples of tweets/graphics that they have used to communicate an event to their students. Discuss the pros and cons of what other student councils (where applicable) are using and some positive take-aways that we could incorporate based on their examples.

3. How to write for SM and the importance of hashtags a. Utilizing Simitator, create a series of ‘fake’ pages based on real tweets. Highlight

the positive, and negative, ways people share information and respond to one another. Also, show the same ‘tweet’ with a hashtag used in context, then out of context (i.e., digiorno #whyistayed vs legitimate #whyistayed)

Bloom’s Levels: Apply; Webb’s DOK: 3

http://simitator.com/


Topic 4: Digital Citizenship Engaging Experience 1 Title: Digital Citizenship Suggested Length of Time: 1-2 class periods Standards Addressed Priority:




Detailed Description/Instructions: Give students a public/well-known figure’s social media page with their name removed. Have students quickly summarize this person’s likes/dislikes, interests, and estimate their character and ultimately decide if you would be a ‘follower’/’friend’ of theirs. Once students have made and shared their assessments, reveal who the social figures are. Then, pair students together to “learn” about each other through social media profiles. Some groups will focus on (1) a personal account; (2) an organization they belong to; (3) a close friend. Depending on their assigned topic, they will analyze/evaluate their partner based on these criteria. Discussion and reflection will focus on what they learned, how they are represented, how they felt being represented by that account.

● What were we able to learn about each other, our public-figure’s page? ● What cues (positive or negative) do we have on our own pages/did we see on our

peer’s page? Are they representative of us as we wish for others to know us? ● If we have negative cues on our pages, but RT positive things, what message can

that convey- to adults? peers? employers? Bloom’s Levels: Apply Webb’s DOK: 3


Topic 5: Facilitation Engaging Experience 1 Title: Power of Facilitation Suggested Length of Time: 1 class period Standards Addressed Priority:

● DESE: Show-Me.1.1 Student communicates effectively in small and large groups. Supporting:




Detailed Description/Instructions: Start the lesson with a general conversation over the following:

● What is the definition of facilitation? ● What is the difference between facilitating a conversation and facilitating an idea or

program? ○ Are we facilitators of conversations, ideas, or a program?

● How does facilitation happen in both structured and unstructured ways? ● How important is a first impression related to facilitation?

Find three student volunteers. Give them cue cards on a topic, however ask each to present through a different lens (guiding, commanding, participatory). Each conversation should be 5-10 minutes in length. After students have worked through all three, discuss:

● Which facilitator made us most want to participate/help? What about that facilitator’s style did so?

● What can we take away from their facilitation tactics that will enable us to be more successful in the future? In our committees? As we ask our principals/students/teachers to support/participate with us?

After the lesson concludes, the advisor will offer feedback in a workshop setting with the students who facilitated the discussion. Bloom’s Levels: Apply, Create Webb’s DOK: 3, 4


Engaging Experience 2 Title: Power of Persuasion (Inspiration Leadership) Suggested Length of Time: 1 class period Standards Addressed Priority:


electronic forms. Detailed Description/Instructions: A group activity where different topics/p.o.v are given to small groups and through a timed discussion, students are to persuade others to leave their assigned topic and align with another one. Students all draw a topic (different types of fruit/which one is best, a specific sport is best, a specific movie is the best, etc.) out of a hat. They are to then find a partner and in two minutes or less, convince the other person to abandon their own point of view and join the other. Then this group of two will find another group of two and repeat the process. This will continue until only two groups remain. Time can increase as the groups gain in size, however limit the final persuasion between the two large groups to less than 4 minutes. Afterwards, process this activity together.

● What made it easy/difficult to abandon your personal point of view? ● As you increase in followers, was it easier or harder to effectively persuade

people? ● How does this transfer out to ideas/committees that encounter on a daily basis?

Bloom’s Levels: Apply Webb’s DOK: 3


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will take the opportunity to persuade an authentic audience (adults/teachers on plan, STUCO alumni) to “buy/participate” in a project or idea that they pitch. Students will know their audience ahead of time, but be responsible for determining and researching what their audience wants or needs in order to make the 5-minute or less pitch successful. (similar to ‘shark tank’ style pitch) Power of a personal invitation. Use a STUCO alumni to be on the judging panel - provides opportunity for students to double up and utilize social media/digital footprint impressions to research their customer. As part of the pitch presentation, students must create a visual, prepare an oral presentation, and provide their social media marketing strategy with examples. Ultimately, students will be evaluated on:

● The effectiveness of their communication while being efficient, ● Marketing of their product, ● Knowing their audience and presenting to their needs (researching using social media

audience members), and ● The power of their persuasion.

Option B: Students will work in groups to develop a mixed media presentation, a component of which must be conducted in person, to describe the experience of a student at their school. They will also develop a plan for distributing information about their school using social media. The intended audience would be 8th grade students preparing to enroll in the high school the next year. Students will present to a panel of parents, teachers, administrators, and peers.




Title


Time

Working Together

Leave the Heat in the

Kitchen

Have students complete a ‘four corners’ activity (Strongly Agree, Agree, Disagree, Strongly Disagree) using statements that increase in

divisiveness (i.e. their high school is a great place to be and work up to Abortion is good/[the current president] is the best president of all time). For the more controversial pieces, tell kids to think about

where they would go, without moving. Show the Van Jones video (Episode 3). Talk about how we can agree/disagree respectfully and getting beyond surface level responses to a deeper level of

conversation. Extend the conversation with the ultimate goal that students realize in effective and

efficient organizations that disagreement is positive, needed and beneficial.

1 class period

Working Together

Effective and Efficient

In small groups, create an idea for a project (this can be an event or concept such as increase

diversity acceptance) at South. Create a pitch to the principal in three separate formats -- oral, written,

and visual. While students are working on their pitch, split the class in half. Share a negative

campaign ad, remade about our principal, to half of the groups so that they have this prior to their pitch. After some in-class work time, forward the written

and visual pitches to the principal. Later, have a period where the groups each present their oral

pitch to the principal.

2-3 class periods

Marketing Marketing

Find an ad/poster/tweet/graphic that really speaks to you (motivates you, makes you feel inspired,

1 class period

http://www.cnn.com/2016/11/12/opinions/van-jones-messy-truth/


etc.). Share it with an adult (someone over 18) and a child (middle school or younger) in your life and take a few notes on their reaction as well as their

overall opinion. Bring the adult and child response and the communication to class.

Social Media

Social Media

Go through the following steps: ● Understand each major social media

network and how students utilize them ● How to market events/activities on SM ● How to write for SM and the importance of

hashtags

2-3 class periods

Digital Citizenship

Digital Citizenship

Give students a public/well-known figure’s social media page with their name removed. Have students quickly summarize this person’s

likes/dislikes, interests, and estimate their character and ultimately decide if you would be a

‘follower’/’friend’ of theirs. Once students have made and shared their assessments, reveal who the social figures are. Then, pair students together to

“learn” about each other through social media profiles.

1-2 class periods

Facilitation Power of Facilitation

Students will participate in an activity about facilitation.

1 class period

Facilitation Power of Persuasion (Inspiration Leadership)

A group activity where different topics/p.o.v are given to small groups and through a timed discussion, students are to persuade others to leave their assigned topic and align with another one.

1 class period


Unit 3: Group

Subject: Emerging Leaders Grade: 9, 10 ,11, 12 Name of Unit: Group Length of Unit: 3 Weeks Overview of Unit: This unit emphasizes the importance of a team and working with others strengths as well as weaknesses. Furthermore, it highlights the importance and means to communicate effectively within a group. Conflict resolution and collegial accountability concepts are explored in depth, both meaning and practice. Priority Standards for unit:

● DESE: Show-Me.4.1 Student demonstrates an understanding of group dynamics. ● DESE: Show-Me.4.3 Student applies understanding of group process and dynamics by

adapting his/her leadership style as necessary to fit the unique needs of a particular group. ● DESE: Show-Me.5.3 Student recognizes the impact of individual decisions on the group. ● DESE: Show-Me.6.2 Student demonstrates an understanding of community diversity and

the individual rights of others. Supporting Standards for unit:

● ISTE -COMPUTATIONAL THINKER.5: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.








Bloom’s Taxonomy

Levels Webb's DOK Understanding of group

dynamics Demonstrate Analyze, Evaluate 3, 4

Understanding of group process and dynamics Apply Apply 4

his/her leadership style as necessary to fit the unique needs of a particular group Adapt Apply 4

Impact of individual decision on the group Recognizes Analyze 4

Understanding community diversity and individual

rights Demonstrates Analyze 3,4 Essential Questions:

1. What is the role/responsibility of an individual within a community? 2. How do you define accountability to ourselves and each other? 3. What does it mean to be part of a team, and how do you communicate within that

structure? 4. How do you resolve conflict and why is it important?


1. As a member of a group, understanding where one fits, how they are responsible to and for those around them both within, and outside of, the organization.

2. The student will learn that accountability extends beyond accomplishing a goal and is a part of the entire process from start to finish. Accountability to self stems from personal reflection and call to action that we make public to a peer or group. Accountability to others holds each individual to the vision, mission and values of the organization to the extent of helping them improve as an individual and member to the greater organization.

3. Students will identify the importance of being effective communicators within a group. Students will understand the difference between communicating within and outside the group while maintaining a united front.

4. Students will learn the importance of healthy conflict and strategies and ideas to resolve that conflict respectfully.


Unit Vocabulary:


● Accountability ● Team ● Collegial Accountability ● Conflict Resolution ● Collaboration ● Communication ● Leader ● Follower ● Delegation ● Adaptive Leader



Topic 1: Accountability to Others

Engaging Experience 1 Title: Conflict Resolution Suggested Length of Time: 1 period Standards Addressed Priority:

● DESE: Show-Me.4.1 Student demonstrates an understanding of group dynamics. ● DESE: Show-Me.4.3 Student applies understanding of group process and

dynamics by adapting his/her leadership style as necessary to fit the unique needs of a particular group.

● DESE: Show-Me.5.3 Student recognizes the impact of individual decisions on the group.

Supporting: ● ISTE-COMPUTATIONAL THINKER.5: Students develop and employ strategies

for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.


Detailed Description/Instructions: Through discussion and lecture, students will learn about the importance of healthy conflict. Students will divide into small groups to discuss examples of healthy conflict (republican vs democrat).

- How does an organization grow from conflict? Students will divide into small groups to participate in the “Helium Hoop” Activity.

Helium Hoop Activity (47-48 in link): In groups, students are challenged to lower a hula hoop to the ground. At first, though, the hula hoop will initially rise (see book description). This will produce conflict among the group members that they will have to work through.

1. What were some of your initial thoughts regarding this activity? 2. How did your perceptions influence your behavior? 3. How effective was the team at dealing with frustration? 4. Did your team experience any conflict? Why or why not? 5. How was conflict resolved? 6. How did you balance the individual’s responsibility with the team’s goal? 7. What are some real-life situations that may be similar in nature to this challenge?

After processing through the Helium Hoop Activity, students will continue to work with their group to create a “Step by Step” Guide for conflict resolution.

http://www.institutik.cz/wp-content/uploads/2010/10/The-big-book-of-conflict-resolution-games.pdf

http://www.institutik.cz/wp-content/uploads/2010/10/The-big-book-of-conflict-resolution-games.pdf


Step by Step Guide (33-34): Students will start with two signs -- Conflict and Resolution -- about six feet apart. It will then be up to the students to fill in the missing steps. This might be different between groups. At the end of the activity, the advisor will lead a large-group discussion concerning conflict resolution.

After completing and processing through both activities, the advisor and executive team will lead and discuss how to resolve conflict within the processes at their high school, including with teachers, administrators and other adults we work with. An alternative activity for students in levels 2-4 would be to analyze a conflict that arose as part of their work in committees. Have students identify one particular conflict or string of related conflicts that led to the need for resolution. Have them discuss the following:

-Was the conflict resolved? - If so, how? If not, why?

-In retrospect, what did they learn from the conflict and the resolution (or lack thereof) process? - How will this affect their decision making when presented with conflict in the future?

Bloom’s Levels: Analyze, Evaluate, Apply Webb’s DOK: 3, 4 Engaging Experience 2 Title: Collegial Accountability Suggested Length of Time: 1 period Standards Addressed Priority:

● DESE: Show-Me.4.1 Student demonstrates an understanding of group dynamics. ● DESE: Show-Me.5.3 Student recognizes the impact of individual decisions on the

group. Supporting:

● ISTE-COMPUTATIONAL THINKER.5: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Detailed Description/Instructions: The advisor will use the Zoom Powerpoint to introduce the idea of collegial accountability.

Zoom Powerpoint: Students will work with different partners at each level of the powerpoint to determine what they are looking at (see powerpoint). The goal is for the students to challenge each other’s viewpoints and perspectives.

About halfway through, the advisor will lead a discussion about the importance of constructive

http://www.slideshare.net/zarthustra7/zoom-by-istvan-banyai-23329406


criticism and collegial accountability, using good and bad examples from the Zoom activity. - Knowing we see the world differently, what’s the best way to give credence to those

differences but still get the best output? - How did you feel when someone told you that you were wrong?

Following the discussion, the students will once again move between different partners as they continue to follow the Zoom powerpoint. When the class reaches the end of the powerpoint, the advisor will process the activity with both small and large group discussion.

- How did your demeanor change after restarting the discussion? Bloom’s Levels: Analyze, Evaluate Webb’s DOK: 3, 4


Topic 2: TEAM

Engaging Experience 1 Title: Collaboration Suggested Length of Time: 4 class periods Standards Addressed Priority:







Detailed Description/Instructions: The advisor will lead a whole group discussion about collaboration, highlighting why it is necessary. The advisor will work with each committee to discuss delegation within that committee. After all mini-conferences are completed, the advisor should address any overlapping issues repeated across multiple committees. Again, the discussion should highlight how to delegate and ensuring every member has an equal share/stake in the success of the committee. After this committee round, students will individually reflect on delegation and how it worked/failed during their committee project. This will be demonstrated through evaluations of the committee as well as individuals. Option B: The instructor will lead a whole group discussion about collaboration, highlighting why it is necessary. Students will then work in groups to collaborate on problem solving a series of mini-challenges. Bloom’s Levels: Analyze, Evaluate, Apply Webb’s DOK: 3, 4


Engaging Experience 2 Title: Team component (win/loss together) Suggested Length of Time: 1 period Standards Addressed

Priority: ● DESE: Show-Me.4.3 Student applies understanding of group process and


● DESE: Show-Me.6.2 Student demonstrates an understanding of community diversity and the individual rights of others.

Supporting: ● ISTE-DIGITAL CITIZEN.2: Students recognize the rights, responsibilities and

opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Detailed Description/Instructions: The advisor will lead a discussion that reinforces the idea of sink or swim together and that the actions of an individual speak for the actions of the entire group. The class will participate in a 12 legged race (10 kids tied together) and the advisor will evaluate the race in a large-group discussion. Where applicable, this discussion should extend beyond the race to how STUCO functions with their high school and the community.

- What does it mean to be a part of the football/sport team? - If you did something negative, while wearing your jersey, would that reflect on

your teammates/coaches? - Reinforce the idea that students are always wearing their “STUCO jersey” and they

should always be on their best behavior to not detract from the ability of STUCO to function within their high school and the community.

This discussion should include some elements of digital citizenship and the idea that student leaders are held to a higher standard of behavior off-line and on-line as well.

- How does what “Student A” tweets impact “Student B’s” ability to work in their high school?

- If “Student A/B/C” all Snapchat a party, how does that reflect on STUCO as a whole? What kind of reputation does that build? What kind of reputation do you want to build?

- Do the behaviors of their high school’s STUCO online (or offline) affect our ability to function in the community? State? To what extent does bad online behavior impact us as an organization?

Bloom’s Levels: Analyze, Evaluate, Apply Webb’s DOK: 3, 4


Engaging Experience 3 Title: Accountability to Self and Team Suggested Length of Time: 1 class period Standards Addressed Priority:






Detailed Description/Instructions: Students will participate in the “Minefield” Activity in order to see the importance of accountability to self and team. Students will reflect on how their actions impact others and self.

Minefield: Students will divide into teams (small groups work best). 1) Take the boundaries and spread out the mines. 2) Each team will appoint a “director” and everyone else will be the players. 3) All of the players are blindfolded and the director verbally tells them how to go

through the field. 4) If a mine is blown up (touched) a ten second time penalty is added to their final

time. The goal is to get all of the actors through the minefield in the shortest amount of time possible.

The advisor will lead a discussion that ties the Minefield Activity back to one’s accountability to self and team.

● What does it mean to be accountable to your team? ● Is the director accountable to the players? How are the players accountable to the

director? ○ What if “Player A” would’ve made an extra step that the director didn’t

announce? ● Why is it important to be accountable to your team in student council (where applicable)?

Why is it important to build that trust with your peers? Bloom’s Levels: Analyze, Evaluate, Apply Webb’s DOK: 3, 4


Engaging Experience 4 Title: Communication in Group Suggested Length of Time: 2 class periods Standards Addressed Priority:

● DESE: Show-Me.4.3 Student applies understanding of group process and dynamics by adapting his/her leadership style as necessary to fit the unique needs of a particular group.




Detailed Description/Instructions: Through the nature of the course, there will be committees split over alternating class periods. This will challenge students to communicate effectively with their counterparts to accomplish the goals of the project. To scaffold this learning process, students will participate in the “Lemon Activity” to highlight the importance of clear communication between their peers. Lemon Activity: each student will be given a lemon/fruit. They are not allowed to mark

on/disfigure/change the fruit at all. They will be instructed to write their observations about their fruit. Challenge them to think of 10, and to think more originally than “it’s yellow.” Do not hint at writing down noticeable/defining characteristics, let students come to that conclusion.

After each student completes their observations, collect the lemons and distribute them around the room. Challenge the students to find their original fruit using their observations. Once every student has found their fruit, or given up in their pursuit, discuss this first stage of the activity with them. ● Were your observations clear? Did you communicate effectively to yourself? ● What would you change about your observations?

Once you have finished processing, give students 1-2 minutes to add more observations to their list. Collect the fruit again. This time, students will trade their observations with a partner. The partner will now be required to find their partner’s fruit. Give the students a couple of minutes to find their fruit.

Once everyone is finished searching, process through this next part of the activity. ● Was your partner successful in finding your fruit? Why or why not? ● What challenges did you have trying to find your partner’s fruit? ● Was the communication effective? How could it be improved? (look for more

specific, clear, etc.)


After completing the Lemon Activity, the advisor should relate the activity to communicating in a group and highlighting that you need efficient, clear and specific communication between your peers. The advisor will also show students ways of communicating with the alternate period of students including Google Docs, GroupMe, email, etc., while remind them the importance of clear communication. Bloom’s Levels: Analyze, Apply Webb’s DOK: 4 Engaging Experience 5 Title: Leader vs. Follower and When to Delegate Suggested Length of Time: 1 period Standards Addressed Priority:





Supporting: ● ISTE-GLOBAL COLLABORATOR.7: Students use digital tools to broaden their

perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Detailed Description/Instructions: Students explore what it means to lead vs. follow and when each role may be the more appropriate approach. The students will participate in the “Toxic Waste Transfer Activity.”

Toxic Waste Transfer: Requires the group to transport objects across an open space without directly touching the objects or their container. The group will manipulate a bucket filled with small objects using ropes attached to the bucket. Task: After forming a circle around the 5-gallon bucket and holding the ends of the ropes attached to the bucket. The group will transport the bucket from one location to another. When they reach the location, they will be required to transfer some of the contents of the bucket into the other container. If something is spilled (toxic waste) then the team must


choose a member of the team to dress in protective clothing, remove the contents, come back, remove the protective clothing, and then the team goes again. Each time there is a spill, a new team member is the toxic waste expert. Equipment: 5-gallon bucket (attach 10-12 ropes, 8 feet or more in length by drilling holes in the bucket), 5-gallon bucket to transfer material into and protective clothing Rules 1. If the toxic waste bucket touches the floor, the entire group must start over. 2. Students without protective clothing may not touch the toxic waste. 3. No last names or put-downs may be used.

The advisor and/or executive team will lead a discussion about what it means to be a leader or follower.

● When is it appropriate to be a follower? ● How do you determine your role within a group to be either a leader or a follower? ● How successful will a team of all leaders be? All followers? Why is it important to have a

mixture of both? ● How do you encourage someone to step up to be a leader instead of always settling as a

follower? Conversely, when should we be encouraged to follow, rather than lead? Bloom’s Levels: Analyze, Evaluate, Apply Webb’s DOK: 3, 4 Engaging Experience 6 Title: Adaptive Leader (within group and personally) Suggested Length of Time: 1 period Standards Addressed Priority:




Supporting: ● ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project

teams, assuming various roles and responsibilities to work effectively toward a common goal.

Detailed Description/Instructions: The students will participate in the “Rockband Activity” without much front-loaded knowledge about adaptability. This activity is designed to push most


kids outside of their comfort zone and will require adaptability and problem-solving. Rockband Activity: Students will get into small to medium-sized groups. Each group will immediately appoint a “band manager” that will be responsible for attending all manager meetings when they are called. Each group will receive information on what type of group they are (see link). At the end of the activity, each band will perform a concert in front of the group. Every 5-10 minutes, there is a manager’s meeting where they will have to adapt to the given change (see link).

The discussion following this activity should focus on how to adapt as a group and as an individual.

● How did your group adapt when you were presented with a new challenge? ● Did your band work together or were there ‘creative differences’? ● How did you choose your leader?

Bloom’s Levels: Analyze, Evaluate, Apply Webb’s DOK: 3, 4

https://docs.google.com/spreadsheets/d/1ZSXwdueVznW2xQROM8fd0XNoZ8lntKI-JmpH3VffCL0/edit?usp=sharing


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.)

Marketing Trust Students will individually create a new idea or invention. Students are responsible for communicating with their partner the idea/invention, making sure that all needs/expectations are clearly expressed. The partner will be responsible for creating a marketing campaign and presentation for the idea that the creator expressed. Ultimately, what the partner creates is what the original student must present to the class.

Partner A has the idea/product/project Partner B has to do the marketing/branding/vision Partner A then has to present with what partner B gives them

Option B: Students will work in groups to develop ideas to contribute activities to a special event day for the school. The school will agree upon a theme for the day with blocks of time provided for a number of activities. Groups will work to develop and then pitch their idea to a committee who will determine which activities will be incorporated into the special event day.




Title


Time

Accountability to Others

Conflict Resolution

Through discussion and lecture, students will learn about the importance of healthy

conflict. Students will divide into small groups to discuss examples of healthy

conflict (republican vs democrat).

1 class period

Accountability to Others

Collegial Accountability

The advisor will use the Zoom Powerpoint to introduce the idea of collegial accountability. About halfway through, the advisor will lead

a discussion about the importance of constructive criticism and collegial

accountability, using good and bad examples from the Zoom activity.

1 class period

TEAM Collaboration

The advisor will lead a whole group discussion about collaboration, highlighting

why it is necessary.

4 class periods

TEAM Team Component (win/loss together)

The advisor will lead a discussion that reinforces the idea of sink or swim together and that the actions of an individual speak

for the actions of the entire group. The class will participate in a 12 legged race (10 kids tied together) and the advisor will evaluate

the race in a large-group discussion.

1 class period

TEAM Accountability to Self and

Team

Students will participate in the “Minefield” Activity in order to see the importance of

accountability to self and team. Students will reflect on how their actions impact others

and self.

1 class period

http://www.slideshare.net/zarthustra7/zoom-by-istvan-banyai-23329406


TEAM Communication in Group

Through the nature of the course, there will be committees split over alternating class periods. This will challenge students to

communicate effectively with their counterparts to accomplish the goals of the

project. To scaffold this learning process, students will participate in the “Lemon Activity” to

highlight the importance of clear communication between their peers.

2 class periods

TEAM Leader vs. Follower and

When to Delegate

Students explore what it means to lead vs. follow and when each role may be the more

appropriate approach. The students will participate in the “Toxic Waste Transfer

Activity.”

1 class period

TEAM Adaptive Leader (within

group and personally)

The students will participate in the “Rockband Activity” without much front-loaded knowledge about adaptability. This

activity is designed to push most kids outside of their comfort zone and will require

adaptability and problem-solving.

1 class period


Unit 4: Individual Subject: Emerging Leaders Grade: 9, 10 ,11, 12 Name of Unit: Individual Length of Unit: 5 weeks Overview of Unit: Students will take an inner look at their own leadership styles. They will explore both different styles and theories, journaling about their own reflection and the type of leader they perceive they are as well as want to become. They will develop a failure resume that also reflects on the value of failure. Students will analyze confidence, stress and time management techniques, the value of risk taking and how their passions play a role in their leadership. Priority Standards for unit:

● DESE: Show-Me.2.2 Student identifies leadership styles and evaluates their effectiveness.

● DESE: Show-Me.2.3 Student identifies personal leadership style. ● DESE: Show-Me.3.1 Student uses self-organization strategies. ● DESE: Show-Me.5.1 Student demonstrates the ability to set, work on and evaluate

progress towards goals. ● DESE: Show-Me.6.1 Student takes responsibility for personal actions and acts ethically.


● ISTE-INNOVATIVE DESIGNER.4: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.







● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Unwrapped Concepts

(Students need to know) Unwrapped Skills

(Students need to be able to do) Bloom’s Taxonomy

Levels Webb's DOK

leadership styles Identify Understand, Analyze 1, 2 effectiveness Evaluate Evaluate 3, 4

personal leadership style Identify Understand, Analyze 4 self-organization strategies Use Apply 2, 3

problem solving and conflict resolution strategies

appropriate for the group Use Apply, Analyze 3, 4 the ability to set, work on

goals Demonstrate Understand, Apply 2, 3 progress towards goals Evaluate Evaluate 3, 4

responsibility for personal actions Take Apply, Analyze 2, 3

ethically Act Apply, Evaluate 4 Essential Questions:

1. How do I lead? 2. How can I be the best leader I can be? 3. How do I grow as a leader?


1. Students can identify their leadership style, with its strengths and weaknesses, and how it fits within various groups. An extension of this would include how their leadership styles have changed over time and with certain experiences.

2. Students will develop key skills, including time and stress management, so they will become more effective leaders.

3. Students will understand that growth as a leader is a process of continuous reflection on personal failures, successes, and growth opportunities.


Unit Vocabulary:


● Risk Taking ● Time Management ● Stress Management ● Goals ● Failure ● Passion ● Motivation ● Confidence ● Leadership Styles ● Leadership Theories



Topic 1: Leadership Basics

Engaging Experience 1 Title: Leadership Style Inventory Suggested Length of Time: 2 class periods Standards Addressed Priority:


● DESE: Show-Me.2.3 Student identifies personal leadership style. Supporting:


Detailed Description/Instructions: Have students take a Myers-Briggs or other Leadership Trait inventory. Have students analyze the results and compare this not only to their ‘Colors of Leadership’ from earlier in the course, but to their own initial perceptions of their leadership style and its change over time. Discuss the strengths and weaknesses of each personality/leadership type and how each is necessary for successful functioning of the group. Bloom’s Levels: Understand, Analyze, Evaluate Webb’s DOK: 1, 2, 4 Engaging Experience 2 Title: Define Leadership Success Suggested Length of Time: duration of the unit Standards Addressed: Priority:

● DESE: Show-Me.2.3 Student identifies personal leadership style. ● DESE: Show-Me.5.1 Student demonstrates the ability to set, work on and

evaluate progress towards goals. Supporting:

● ISTE-INNOVATIVE DESIGNER.4: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.



Detailed Description/Instructions: Students will go through the process of determining what defines success to 1) Others, 2) themselves.

Have students create a personal definition of success. The definition should be broad and not tied to any one topic/particular outcome. Prominently displayed in the beginning of their journal, students should have their personal definition of success written. Entries into their success journal should include, but not be limited to the following (to take place over time)

1. What is success? Describe how you came to determine your personal definition of success.

2. How do you think others define success? Why? 3. Does success happen all at once? Why or why not? 4. What are some small successes that you have had that you believe will contribute

to your overall outcome of success? 5. Based on the ‘Good vs. Bad’ leadership activity, share your thoughts on the

difference between the steps one takes vs. the ultimate outcome. 6. Find a list of three notable figures who have experienced great failure in their life.

In your success journal, reflect on how knowledge of their failures in comparison to their successes has affected your outlook on failure, if at all.

7. (Facilitator to include a prompt related to the passion project.) Students will have multiple options to show their success journal (smashbook; social media; video blog; posters; etc). Bloom’s Levels: Understand, Analyze, Apply Webb’s DOK: 3, 4 Engaging Experience 3 Title: Leadership Styles Suggested Length of Time: 1 period Standards Addressed Priority:




Detailed Description/Instructions: Provide students with a list of leaders (Truman, MLK, Hitler, Trump, Obama, Geraldine Ferraro, Mandela, Steve Jobs, Mahatma Gandhi, Steven Spielberg, Kobe Bryant, Lou Gehrig, Babe Ruth, John F. Kennedy, Madeline Albright, Sandra class period O’Connor, Kellyanne Conway, Kary Mullis, Shonda Rhimes, Nancy Landon Kassebaum Baker, Jackie Robinson, Rosalind Franklin, Simon Bolivar, Cesar Chavez, Florence


Nightingale, Benjamin Banneker, Harvey Milk, etc.) and have them group them as either ‘good’ or ‘bad’. Move to a small group, in one sentence, explain why that leader was ‘good’ or ‘bad’. Then, provide lists of facts (from the same lists of leaders such as this individual killed about 140,000 in a single period [from the atomic bomb]) and without giving the name, have students define that leader as either ‘good’ or ‘bad’. At the end, pull the two lists together. Discuss how our perception of ‘good/bad’ leadership can be affected by the steps they took vs. the ultimate outcome. Bloom’s Levels: Evaluate Webb’s DOK: 3, 4 Engaging Experience 4 Title: Leadership Theory Suggested Length of Time: 3-5 class periods Standards Addressed Priority:





Detailed Description/Instructions: Students will work in a small group to research different leadership theories and ultimately determine their own. This will be presented to the class and students will facilitate a discussion on it that both allows students to align with as well as challenge the presented point of view. Bloom’s Levels: Understand, Analyze Webb’s DOK: 2, 4


Topic 2: Personal Leadership Development Engaging Experience 1 Title: Responsibility and Ownership Suggested Length of Time: 1 period Standards Addressed Priority:

● DESE: Show-Me.6.1 Student takes responsibility for personal actions and acts ethically.



Detailed Description/Instructions: The students will do an individual reflection on how they have succeeded or failed with responsibility and ownership so far in the year. After the reflection, the advisor will lead a discussion about responsibility and ownership at different levels in our society. Along with the discussion, students will work in small teams to analyze and evaluate various real-world examples of leaders who took responsibility when it was difficult/failed to take responsibility/took responsibility when it was easy (refer to list of leaders).

Working in teams, students will then discuss how taking responsibility and ownership becomes more difficult/easier as the scope of the impact of the decision increases (moving from STUCO committee to city to state to national to global).

● Why is it easier/harder to take responsibility for your decisions as your responsibility increases?

● Is it easier to take responsibility when there is more or less accountability? ● What influences a person’s decision to take, or not take, responsibility?

At the end of the project, students will reflect in their success journals about a time when they failed to take responsibility/ownership for their actions in student council (where applicable). How did the project/committee turnout? Were those group members cordial or was there a lot of conflict because of a lack of ownership? Is there a time you remember someone taking responsibility for something that went wrong? Bloom’s Levels: Apply, Analyze, Evaluate Webb’s DOK: 2, 3, 4


Engaging Experience 2 Title: Confidence Suggested Length of Time: 5 class periods Standards Addressed Priority:



Detailed Description/Instructions: Students will discuss confidence in self and confidence in work/ideas.

Profiles in confidence - create a profile of a known entity highlighting the traits/skills/etc. that make/have made a person confident or project confidence to others. Have students share their profiles with others. In the large-group, identify common traits or themes that emerged as they related to confidence in leadership.

Moving forward, how do we as individuals better adopt some of these traits in our own leadership pursuits?

● How do you become more confident in yourself? ● Does “fake it till you make it” work?

Bloom’s Levels: Understand, Analyze Webb’s DOK: 4 Engaging Experience 3 Title: Time Management Suggested Length of Time: 5 class periods Standards Addressed Priority:

● DESE: Show-Me.3.1 Student uses self-organization strategies. Supporting:


Detailed Description/Instructions: Utilize the ‘A Typical Week’ activity from JCHS. This activity will guide students through the design and prioritization of a typical week in the life of an involved student. During the activity, the facilitator will intentionally add pieces that complicate the student’s schedule and move for them to re-prioritize their obligations. Based on

https://drive.google.com/open?id=1ApHnXr0kDuobeT2Sgb1ErXRoJCCmATwHTY6ii7jz25Y


this, have students discuss some of the challenges that this presented and how this transfers to us as leaders when meeting the needs of both our people as well as ourselves. The discussion should highlight how to set what is a priority, and how to determine what doesn’t get done. Students will look at their current project folders and create a “priority list” with an explanation as to why one task is more important than another. Bloom’s Levels: Apply Webb’s DOK: 2, 3 Engaging Experience 3 Title: Stress Management Suggested Length of Time: 5 class periods Standards Addressed Priority:

● DESE: Show-Me.3.1 Student uses self-organization strategies. Supporting:



Detailed Description/Instructions: Students will create a weekly schedule for a busy-time they’ve experienced the past year, factoring in homework time, practices, student council (where applicable), etc. Students will reflect on how they felt during that time and if they felt they could manage one, two or three more tasks to do. (Students could use schedule from “A Typical Week” as well) The students will brainstorm stress management strategies they use, have heard of, or would like to use. These will be posted around the room so that students can reference them throughout the year. The students will be challenged to actually do something (tech free night, library study, yoga, etc.) and reflect on that experience period of, week after, month after. Share in class. This lesson might start at the beginning of the week and conclude the following week in order to give students time to implement strategies into their schedule. Bloom’s Levels: Apply Webb’s DOK: 2, 3


Topic 3: Failure Engaging Experience 1 Title: The Value of Failure Suggested Length of Time: 5 class periods Standards Addressed Priority:

● DESE: Show-Me.5.1 Student demonstrates the ability to set, work on and evaluate progress towards goals.

● DESE: Show-Me.6.1 Student takes responsibility for personal actions and acts ethically.

Supporting: ● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital

resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Detailed Description/Instructions: In small groups, read/watch the following linked articles and videos. Discuss your thoughts/feelings/responses to their content. After our group discussion, upload a google doc/word doc here with your responses to the questions below. Use details from the articles and videos and class discussion to answer the questions. Each of your responses to the questions should be a minimum of one paragraph in length. Spend some time dissecting your opinion and WHY you believe it to be so.

1. Questions you must answer: ● Were any of the failures greater than the lessons learned? ● Were any of the people worse for having failed? ● Should we have more failure in our lives?

2. Based on the class discussion, choose one of the following to write your opinion on:

● What is (or isn't) the difference between 'failing just to fail' and 'succeeding just to succeed'? Why do you think this? Provide an example scenario of each (failing to fail and succeeding to succeed) to support your point of view.

● Is there a difference between being comfortable with failure and complacent with failure? What is that and why?

● Prior to this experience, how did you view failure? Has that changed? If so, how? If not, why?

● Examples of Sharing Failures ○ Melanie Stefan ○ Johannes Haushofer

http://www.nature.com/naturejobs/science/articles/10.1038/nj7322-467a

http://www.cnbc.com/2016/04/27/this-princeton-professor-posted-his-cv-of-failures-for-the-world-to-see.html


○ Failure CV Failure Project- Students create a visual and prepare a written analysis of a great failure in their life. #FAIL Project Bloom’s Levels: Understand, Apply, Evaluate, Analyze Webb’s DOK: 2, 3, 4 Engaging Experience 2 Title: Risk Taking Suggested Length of Time: 2 class periods Standards Addressed Priority:

● DESE: Show-Me.2.3 Student identifies personal leadership style. ● DESE: Show-Me.6.1 Student takes responsibility for personal actions and acts

ethically. Supporting:

● N/A Detailed Description/Instructions: Utilize Malcolm Gladwell's The Sure Thing (or a similar article) and facilitate a discussion based upon a synthesis of the article’s idea about scaffolding risk and the risks observed and discussed in the article.

Reflecting on scaffolding risk-taking, students should reflect on how they have scaffolded risk-taking in their own lives and if that has contributed to more or less failure and what they have learned from that. Bloom’s Levels: Understand, Analyze, Apply Webb’s DOK: 4, 4, 2

https://www.princeton.edu/%7Ejoha/Johannes_Haushofer_CV_of_Failures.pdf

https://docs.google.com/a/parkhill.k12.mo.us/document/d/1NjTflgnUXVvYE5WPPXm3w_cfKga1HSYfuaE6MbHjK_E/edit?usp=sharing

http://gladwell.com/the-sure-thing/

http://www.facultyfocus.com/articles/teaching-and-learning/teaching-risk-taking-in-the-college-classroom/


Topic 4: Preparing to Make a Difference

Engaging Experience 1 Title: Passion + Motivation Suggested Length of Time: 1 class period Standards Addressed Priority:


● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Detailed Description/Instructions: Students will reflect on multiple experiences, through small group rotations, dealing with “see the light vs. feel the heat.” Examples could include work in core classes vs. work in electives; Steve Jobs and Apple; creativity (Pixar, Disney, etc.); healthcare; politics; etc.

● Is creativity a product of motivation? Can you be creative without being motivated to contribute to something?

● What percentage of your period is spent “seeing the light” or “feeling the heat”? Then students will individually reflect on their work product when they are on committees that they are passionate about vs. committees that they are on ‘just because’.

● Level 1: Challenge students to think about what they are passionate about improving during their tenure at their high school.

● Level 4 (seniors): Challenge students to think about what societal/cultural/global problem that want to solve as they venture into the next chapter of their lives.

Challenge them with how to push beyond ‘feeling the heat’ and how do we look forward and motivate ourselves to create great work product, even when it isn’t our first love. Bloom’s Levels: Understand, Analyze Webb’s DOK: 4 Engaging Experience 3 Title: Goals Suggested Length of Time: 2 class periods Standards Addressed Priority:

● DESE: Show-Me.5.1 Student demonstrates the ability to set, work on and evaluate progress towards goals.


Supporting: ● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital

resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Detailed Description/Instructions: Students will utilize a goal setting template to identify personal goals that are both short and long term. One of the long term goals needs to align with a personal passion that the student has (this will be developed and implemented further as the student approaches and works on the passion project later in the unit.) Bloom’s Levels: Understand, Apply, Evaluate Webb’s DOK: 2, 3, 4

https://drive.google.com/open?id=1qZV3Xzk1RZa-kwVBtH4VFwNoqSF8T-7UJzOEj-Hrtyc


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Passion Project with stretch goal. Based upon the stretch goal that the student has in regard to their passion, they can either alone, or in a small group, work towards implementing a committee in their high school’s STUCO that helps to further their passion and move them closer to the attainment of the stretch goal. Option B: students may select a passion project that pertains to the school as a whole, or an outside organization (church, scouts, other activities), or their own personal lives.



Topic Engaging Experience Title


Time

Leadership Basics

Leadership Style Inventory

Have students take a Myers-Briggs or other Leadership Trait inventory. Have students analyze the results and compare this not only to their ‘Colors of Leadership’ from

earlier in the course, but to their own initial perceptions of their leadership style and its

change over time. Discuss the strengths and weaknesses of each

personality/leadership type and how each is necessary for successful functioning of the

group.

2 class periods

Leadership Basics

Define Leadership Success

Students will go through the process of determining what defines success to 1)

Others, 2) themselves.

Duration of Unit

Leadership Basics

Leadership Styles

Provide students with a list of leaders and have them group them as either ‘good’ or

‘bad’. Move to a small group, in one sentence, explain why that leader was

‘good’ or ‘bad’. Then, provide lists of facts (from the same lists of leaders such as this individual killed about 140,000 in a single

period [from the atomic bomb]) and without giving the name, have students

define that leader as either ‘good’ or ‘bad’. At the end, pull the two lists together.

Discuss how our perception of ‘good/bad’ leadership can be affected by the steps they

took vs. the ultimate outcome.

1 class period


Leadership Basics

Leadership Theory

Students will work in a small group to research different leadership theories and ultimately determine their own. This will be presented to the class and students will

facilitate a discussion on it that both allows students to align with as well as challenge

the presented point of view.

3 - 5 class periods

Personal Leadership

Development

Responsibility and Ownership

The students will do an individual reflection on how they have succeeded or

failed with responsibility and ownership so far in the year. After the reflection, the

advisor will lead a discussion about responsibility and ownership at different

levels in our society. Along with the discussion, students will work in small

teams to analyze and evaluate various real-world examples of leaders who took

responsibility when it was difficult/failed to take responsibility/took responsibility when it was easy (refer to list of leaders).

Working in teams, students will then discuss how taking responsibility and ownership becomes more difficult/easier as

the scope of the impact of the decision increases (moving from STUCO

committee to city to state to national to global).

1 class period

Personal Leadership

Development

Confidence

Students will discuss confidence in self and confidence in work/ideas.

5 class periods

Personal Leadership

Development

Time Management

Utilize the ‘A Typical Week’ activity from JCHS. This activity will guide students

through the design and prioritization of a typical week in the life of an involved

student. During the activity, the facilitator will intentionally add pieces that

5 class periods

https://drive.google.com/open?id=1ApHnXr0kDuobeT2Sgb1ErXRoJCCmATwHTY6ii7jz25Y


complicate the student’s schedule and move for them to re-prioritize their

obligations. Based on this, have students discuss some of the challenges that this presented and how this transfers to us as

leaders when meeting the needs of both our people as well as ourselves.

Personal Leadership

Development

Stress Management

Students will create a weekly schedule for a busy-time they’ve experienced the past

year, factoring in homework time, practices, student council (where

applicable), etc. Students will reflect on how they felt during that time and if they felt they could manage one, two or three

more tasks to do. (Students could use schedule from “A Typical Week” as well)

The students will brainstorm stress management strategies they use, have

heard of, or would like to use. These will be posted around the room so that students

can reference them throughout the year.

5 class periods

Failure The value of failure

In small groups, read/watch the following linked articles and videos. Discuss your

thoughts/feelings/responses to their content.

Failure Project- Students create a visual and prepare a written analysis of a great

failure in their life. #FAIL Project

5 class periods

Failure Risk Taking Utilize Malcolm Gladwell's The Sure Thing (or a similar article) and facilitate a discussion based upon a synthesis of the

article’s idea about scaffolding risk and the risks observed and discussed in the article.

Reflecting on scaffolding risk-taking, students should reflect on how they have

2 class periods

https://docs.google.com/a/parkhill.k12.mo.us/document/d/1NjTflgnUXVvYE5WPPXm3w_cfKga1HSYfuaE6MbHjK_E/edit?usp=sharing






scaffolded risk-taking in their own lives and if that has contributed to more or less failure and what they have learned from

that.

Preparing to Make a

Difference

Passion + Motivation

Students will reflect on multiple experiences, through small group rotations,

dealing with “see the light vs. feel the heat.” Examples could include work in core classes vs. work in electives; Steve

Jobs and Apple; creativity (Pixar, Disney, etc.); healthcare; politics; etc.

1 class period

Preparing to Make a

Difference

Goals

Students will utilize a goal setting template to identify personal goals that are both

short and long term. One of the long term goals needs to align with a personal

passion that the student has (this will be developed and implemented further as the

student approaches and works on the passion project later in the unit.)

2 class periods

https://drive.google.com/open?id=1qZV3Xzk1RZa-kwVBtH4VFwNoqSF8T-7UJzOEj-Hrtyc


Unit 5: Ethics

Subject: Emerging Leaders Grade: 9, 10 ,11, 12 Name of Unit: Ethics Length of Unit: 4 weeks Overview of Unit: This unit takes a deep dive into individual reflection over their values and beliefs from an ethical standpoint. Students will explore the definition of ethics and values and how they influence their decision making. Students then turn their attention to morality and the ability to justify their actions and decisions. Lastly, the concept of citizenship and moral responsibility to the greater good is explored. Priority Standards for unit:

● DESE: Show-Me.2.1 Student identifies traits of a good leader and justifies choices. ● DESE: Show-Me.5.2 Student employs ethical decision making practices.





● ISTE-EMPOWERED LEARNER.1: Students leverage technology to learning take an active role in choosing, achieving and demonstrating competency in their goals, informed by the learning sciences.




Unwrapped Skills (Students need to be

able to do) Bloom’s Taxonomy

Levels Webb's DOK traits of a good leader Identify Understand 2

choices Justify Evaluate 4 ethical decision making

practices Employ Apply 3, 4 Essential Questions:

1. What are ethics? 2. How do I identify the values/traits/actions that drive decision making? 3. What is my ethical obligation to myself, others, my school, my community?


1. Students will learn the basic premise of what ethics are and how ethics influence leadership.

2. Through reflection, students will be able to identify their personal values and ethics that drive their actions as a leader and citizen.

3. Students will identify and justify their role and obligation to both self and one another within varying levels of community.

Unit Vocabulary:


● Ethics ● Morality ● Citizenship ● Justification



Topic 1: Defining Ethics

Engaging Experience 1 Title: Definition of Ethics & Values Suggested Length of Time: 1-2 class periods Standards Addressed Priority:

● DESE: Show-Me.5.2 Student employs ethical decision making practices. Supporting:



Detailed Description/Instructions: To introduce this unit of ethics, it is important that students have a solid foundation of ethics. The advisor will lead the introduction of ethical decision making examples that combine pop culture, news, movies, television and real-life examples. After each example, students should discuss how ethics influenced the decision, how this example helps students understand what ethics is, and if they agree with the decision highlighted. Have students define ‘ethics’.

● Level 1: Students can complete the “Ethics Inventory” handout to determine where they fall in terms of their personal ethics development.

Have students take a piece of paper and fold it into 8 equal sections. On each section, have the students write something that they value. Then, ask students to tear off one value that they can live without. Collect the discarded pieces and share with the class some of the cast-off ‘important’ things. Then, repeat, up to 5 times until students are left with the absolute 3 things that they cannot live without. Discuss how some items made the cut and at what level. Then students research different values and ultimately create a top 10 list of personal values that they feel drive their decision making. As a group, pull together to discuss how differing values cause individuals to view ethical situations differently (i.e., right to life vs. right to choose). Spiral back to how to respectfully disagree with one another and that in understanding our values, we are better equipped to have conversations rooted in understanding and knowledge. Bloom’s Levels: Apply Webb’s DOK: 3, 4

https://drive.google.com/open?id=0B0NSfMKG7wOuRHQzblRkWUtkM1U


Engaging Experience 2 Title: Decision Making Suggested Length of Time: 2-3 class periods Standards Addressed Priority:

● DESE: Show-Me.2.1Student identifies traits of a good leader and justifies choices.

● DESE: Show-Me.5.2 Student employs ethical decision making practices. Detailed Description/Instructions: Students identify that various factors influence decision making, look at how decision making can shift (adapt) as climate/factors change. Utilizing their values list, students spend time discussing a variety of topics not to persuade one another, but to show how their particular set of values influence what they perceive to be the ‘right’ or ‘wrong’ choice. Have students submit a scenario of a decision they saw someone else do that you questioned if you would make the same choice anonymously. Using this list, students must decide what course of action they would take. Following students having time to think, the students will move to either a “do” or “not do” spot in the room to see how students react to each scenario. Students should be challenged to justify their choices by using the values lists the students have created and discussed. The advisor can increase the difficulty by adding heavier levels of scenarios from recent news articles. Bloom’s Levels: Understanding, Evaluate, Apply Webb’s DOK: 2, 3, 4 Engaging Experience 3 Title: Traits of a good Leader Suggested Length of Time: 1 period Standards Addressed Priority:

● DESE: Show-Me.2.1 Student identifies traits of a good leader and justifies choices.

Detailed Description/Instructions: Students will define what a good leader looks like through various traits and actions that they take. Students will identify traits they have and want to personally strengthen. Refer back to our list of leaders that we used to determine ‘good’ vs. ‘bad’ leadership (Unit 4). Based on the facts and their overall outcome, students will work in rotating small groups to


discuss whether or not they were ethical in their decision making, or if they had been motivated by outside factors. Each group will determine if the leader is a “good” leader and then post their responses in a “Tug of War” type activity to encourage discussion and constructive conflict.

Tug of War: Each topic is spread around the room and each group is given a post-it note to place on either “good” or “bad” spectrum below that topic. Groups should write their names on the post-it so that they can be challenged to defend their placement against groups that both agree and disagree with them.

Throughout the discussion, the advisor should emphasize leading questions like:

● Does one ethical or unethical decision ultimately cast you as a good or bad leader? ● Are leaders defined by one decision or act? ● What traits do good leaders share?

Bloom’s Levels: Understand, Evaluate Webb’s DOK: 2, 4


Topic 2: Morality

Engaging Experience 1 Title: Morality Suggested Length of Time: 1 class period Standards Addressed Priority:


● DESE: Show-Me.5.2 Student employs ethical decision making practices. Detailed Description/Instructions: Have students first identify the difference between their values and morals. Then tie both values and morals into ethics (how do morals influence ethics/our perception of ethical decision making). Students should ultimately arrive at the understanding that morality is understanding the distinction between right and wrong and living according to that understanding, and ethics is the philosophy of how that morality guides individual and group behavior. The two are closely related, with morality being the foundation of ethics. An activity for this topic would include something that allows students to engage in scenarios that call for the valuation of life/lives in a series of decisions or major ‘turning point’ decision. Students should be able to employ their own perspective on morality and apply it to the scenario, as well as, recognize the morality at play for others in that scenario when a different outcome from their own has been/was chosen. Can refer back to the list of leaders in Unit 4 and begin conversations from that point forward. An example for this activity could include the Truman Decision Center. Bloom’s Levels: Understand, Evaluate, Apply Webb’s DOK: 2, 3, 4 Engaging Experience 2 Title: Justification of Your Choices/Actions Suggested Length of Time: 2 class periods Standards Addressed Priority:


● DESE: Show-Me.5.2 Student employs ethical decision making practices.


Detailed Description/Instructions: Based upon the list of personal values, students use their values to justify their stance on a moral issue. Examine how a shift in their values would affect their justifications. Students draw from a hat a controversial ethical topic that has two or more perspectives. They can work individually or in small groups. Given a scenario, they are to apply their topic within the confines of the scenario and arrive at an acceptable outcome. When the students feel that they have come to conclusion, have them share their current perspective. Students will be given an additional card(s) that further complicate the scenario and may cause them to shift or change their desired outcome. Through a written submission or group discussion, have students discuss how they felt and what drove them to their initial conclusion, and what part/parts caused them to change their mind (if at all). As part of the analysis, have students discuss how they worked through the decision making process, and why they felt their initial consensus was correct. Then delve further into why or why not they felt compelled to change their initial consensus. Provide opportunities to challenge or shift perspectives and values as the class works through the discussion. An example of this activity could include the lifeboat scenario. This could be modified to include more personal traits of the class to make the activity significantly more challenging and help students rely strongly on (and may call to reassess) their value structures and own view on morality as it applies to ethical decision making. Bloom’s Levels: Understand, Evaluate, Apply Webb’s DOK: 2, 3, 4

https://drive.google.com/open?id=0B_w3cb0bkSxBMk1MeGxYeDBjbmM


Topic 3: Community + Citizenship + Morals Engaging Experience 1 Title: Citizenship Suggested Length of Time: 1 period Standards Addressed Priority:



Detailed Description/Instructions: Students will reflect on citizenship from a moral perspective, including if there is a moral obligation to participate in a community and to what extent are they obligated to contribute/help.

● The discussion could touch on digital citizenship and if there is a responsibility to contribute to being “positive leaders” online and stop negative comments/bullying.

● The discussion could also touch on public discourse and various partisan issues. Following the discussion, students should write a short reflection about what they believe their moral obligation to participate in a community is, if any, and how they address that obligation. Bloom’s Levels: Apply Webb’s DOK: 3, 4 Engaging Experience 2 Title: Make the World a Better Place Suggested Length of Time: 1 period Standards Addressed Priority:


● ISTE-EMPOWERED LEARNER.1: Students leverage technology to learn to take an active role in choosing, achieving and demonstrating competency in their goals, informed by the learning sciences.


Detailed Description/Instructions: This experience has two parts. Part 1: In small groups, students will choose to discuss the current state of one of the following


levels of society: (1) world; (2) USA; (3) Missouri; (4) KCMO; (5) their high school; (6) social media. In their groups, students will utilize data such as, but not limited to, employment, demographic, quality of life, socioeconomic status, cost of living, et al. to identify areas of improvement. Coming together as a larger group, students will determine how they can and what, if any, their obligation is to contribute to each of the communities discussed. Students will reflect on their values, morals, and obligation to contribute to these communities. An option for this is to have students, through the frame of their passion project, and utilizing their persuasion/facilitation skills, try to move the majority to view an obligation to contribute to the project that they personally believe in. This will call students’ values and morals into use as they determine to what extent they are obligated to help. This activity can be further challenged if students are limited in how many passion projects they can support. This will cause them to rely and deeply analyze what some of their values mean as they are applied to a specific scope of choosing who and how to help. Bloom’s Levels: Apply Webb’s DOK: 3, 4 Engaging Experience 3 Title: School/Community/State/US/World Responsibility Suggested Length of Time: 1 period Standards Addressed Priority:

● DESE: Show-Me.5.2 Student employs ethical decision making practices. Detailed Description/Instructions: Students will discuss their obligation as a citizen of the United States to their nation and school/community (i.e., voting, public discourse, neighborhood meetings, etc.). An activity for this topic will call for students to examine or provide a list of possible ways to engage in their school/community/state/country/world. Students will share, combine, and refine lists to create a large class list of options. From here, students can utilize their value systems to rank the order of importance, or create a ‘top ten’ of which obligations are most important. Discussion can ensue to look at why items did or did not make a student's’ priority list, and the ramifications of masses of people viewing obligations similarly to and different from the student’s personal list. Bloom’s Levels: Apply Webb’s DOK: 3, 4


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Level 1 (first year to leadership course) Ethical Rounds: Split students into small groups. Each group will present an “ethical rounds.” Similar to medical rounds where a group of medical students and a lead physician discuss a current patient issue, this is meant to provide an opportunity for groups to present an ethical issue one or more members of the group are facing or have faced in the past. Each ethics round will include at least the following components:

● Presentation of the issue, ● Background information to provide context, ● Key questions for the class to consider as they discuss the issue, drawing upon

literature, ● And facilitating consensus to an overall resolution or consultation

Level 2 (second year to leadership course) Current Research Project -- students will combine their experiences throughout the entire unit to create a presentation on a “need” in our community. Students will also draw on strategies from Unit 2 (Communication) and how to market/sell a product. The presentation should include why the student chose that topic, research data on the topic and the actual project (with a project folder). A good challenge would be to have students facilitate their presentation. Refer to “Service Learning Group Presentation” handout.

https://drive.google.com/open?id=0B0NSfMKG7wOuLU5HWDFrM2JZcmM



Topic Engaging Experience Title


Time

Defining Ethics

Definition of Ethics & Values

To introduce this unit of ethics, it is important that students have a solid

foundation of ethics. The advisor will lead the introduction of ethical decision

making examples that combine pop culture, news, movies, television and

real-life examples. After each example, students should discuss how ethics influenced the decision, how this

example helps students understand what ethics is, and if they agree with the

decision highlighted.

1-2 class periods

Defining Ethics

Decision Making Students identify that various factors influence decision making, look at how

decision making can shift (adapt) as climate/factors change. Utilizing their

values list, students spend time discussing a variety of topics not to

persuade one another, but to show how their particular set of values influence what they perceive to be the ‘right’ or

‘wrong’ choice.

2-3 class periods

Defining Ethics

Traits of a Good Leader

Students will define what a good leader looks like through various traits and actions that they take. Students will identify traits they have and want to

personally strengthen.

1 class period

Morality Morality Have students first identify the difference between their values and

1 class period


morals. Then tie both values and morals into ethics (how do morals influence

ethics/our perception of ethical decision making). Students should ultimately

arrive at the understanding that morality is understanding the distinction between right and wrong and living according to

that understanding, and ethics is the philosophy of how that morality guides individual and group behavior. The two are closely related, with morality being

the foundation of ethics.

Morality Justification of Your Choices/Actions

Based upon the list of personal values, students use their values to justify their stance on a moral issue. Examine how a shift in their values would affect their

justifications.

2 class periods

Community + Citizenship +

Morals

Citizenship

Students will reflect on citizenship from a moral perspective, including if there is

a moral obligation to participate in a community and to what extent are they

obligated to contribute/help. ● The discussion could touch on

digital citizenship and if there is a responsibility to contribute to being “positive leaders” online and stop negative comments/bullying.

● The discussion could also touch on public discourse and various partisan issues.

Following the discussion, students should write a short reflection about

what they believe their moral obligation to participate in a community is, if any, and how they address that obligation.

1 class period



Morals

Make the World a Better Place

In small groups, students will choose to discuss the current state of one of the following levels of society: (1) world; (2) USA; (3) Missouri; (4) KCMO; (5) their high school; (6) social media. In their groups, students will utilize data

such as, but not limited to, employment, demographic, quality of life,

socioeconomic status, cost of living, et al. to identify areas of improvement. Coming together as a larger group,

students will determine how they can and what, if any, their obligation is to contribute to each of the communities

discussed. Students will be reflected on their values, morals, and obligation to

contribute to these communities.

1 class period


Morals

School/Community/ State/US/World Responsibility

Students will discuss their obligation as a citizen of the United States to their nation and school/community (i.e.

voting, public discourse, neighborhood meetings, etc.).

1 class period


Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

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