Civics in a Digital Republic: A Transformative Curriculum

Lesson 4: Civic Virtue: The "Good" Leader

115 C.4 CIVIC VIRTUE THE "GOOD" LEADER SUMMARY Students will be focusing in on the idea of a good “leader,” and what characteristics and values are essential to these leaders as they carry out their responsibilities in their respective communities. Once the students gain an understanding of these character traits, they will be divided into groups and be required to interview a community leader of their choice, which they will, also, film in collaboration with the AV or Broadcast Journalism department . The interviews will be combined into one documentary that will be presented to the entire school community. • Students will discover the values and characteristics that are synonymous with the idea of a good “leader.” • Students will distinguish leaders in their own communities and have the opportunity to interview them. • Students will create a short documentary showing these interviews with their respective community leaders. PROCEDURE This unit is comprised of two lessons to be used at the discretion of the teacher. • Leadership/Introduction • Community Leadership Documentary RESPONSIBILITIES OF THE INDIVIDUAL RESPONSIBILITIES OF THE INDIVIDUAL C.4 Civic Virtue THE "GOOD" LEADER continued 116 LEADERSHIP/INTRODUCTION SUMMARY In this introduction lesson, students will be given the chance to discuss what it takes to be a leader in today’s society. What qualities and values are essential to those leaders? They will be able to work together, as a class to make suggestions of who some of their own community leaders may be, and why. This discussion and decision on local leaders will be a prime set up for the following lesson. • Students will discuss the characteristics and values that go into making a good “leader.” • Students will relate those values to the responsibilities associated with a leader in a local community, or in society as a whole. • Students will deliberate over who are some key leaders in their own community . PROCEDURE Day 1 • This class session plays an essential role in setting up the following class project. Once the class begins, the instructor will present the word “leader ”or“leadership”on the board. The instructor will then ask the students to respond with the first things that come to mind when they see this word. As the students are providing answers, the instructor should summarize these on the side of the board so that the group doesn’t lose track of them. • Once the students’ answers seem to fade off, the instructor should narrow down the discussion to allow the students to distinguish what character traits, qualities, or values are essential to creating an ideal leader. The instructor should follow the same procedure and place these on the other side of the board. RESPONSIBILITIES OF THE INDIVIDUAL C.4 Civic Virtue THE "GOOD" LEADER continued 117 • When this is completed, the instructor will ask the class, as a whole, to reflect and consider possible leaders in their own community who may stand out as having these values and characteristics. The instructor will then allow the students a brief period to deliberate amongst themselves, before having them provide their suggestions. • After this discussion, the instructor will announce the following lesson plan that the students will be taking part in over the next week or so. The students will be split up into groups of three or four, depending on class size, and will be asked to decide on one community leader they wish to focus on. These groups will then be required have their respective leader come in for an interview session and video-recording of that interview. Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. Time Allotment • One class period. One hour per class. MATERIALS & RESOURCES Instructional Materials • Students will need access to the Internet to complete their projects. Resources • One computer per group • Curriculum Toolbox RESPONSIBILITIES OF THE INDIVIDUAL C.4 Civic Virtue THE "GOOD" LEADER continued 118 STANDARDS & ASSESSMENT Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives , community volunteerism). • SS.12...