Download Leaders Influence Future Generations

Grade 5
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 4 days
Leaders Influence Future Generations
Lesson Synopsis:
Students research important historical figures during the Civil War paying close attention to their qualities of good
leadership in the context of the history of that day.
TEKS:
5.19
5.19C
Citizenship. The student understands the importance of effective leadership in a constitutional republic. The
student is expected to:
Identify and compare leadership qualities of national leaders, past and present.
Social Studies Skills TEKS:
5.24
5.24E
5.25
5.25B
5.25D
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
Identify the historical context of an event.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Incorporate main and supporting ideas in verbal and written communication.
Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicator:
•
List leadership qualities that are universal and withstand the test of time. Write a haiku poem that expresses your
personal view of leadership. Using words or pictures, explain the poem by showing how national leaders during
the Civil War era exhibited those qualities. (5.19C; 5.24E; 5.25B, 5.25D)
• 1C; 5B
Key Understandings and Guiding Questions:
•
Effective leaders often influence future generations in a society through their actions during times of conflict.
— How do differing qualities of leadership affect the kind of leader they are?
Vocabulary of Instruction:
•
influence
•
historical context
Materials:
•
Refer to Notes for Teacher section for materials
Appropriate materials may be substituted as needed to incorporate district resources and availability.
Attachments:
•
•
•
Handout: Historical Leadership Qualities Notes (1 per student)
Teacher Resource: Help with Writing Haiku Poetry (1 copy for teacher)
Teacher Resource: Possible Resources for Research (1 copy for teacher)
Resources and References:
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
©2012, TESCCC
04/25/13
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Grade 5
Social Studies
Unit: 09 Lesson: 1
4. Preview materials and websites according to district guidelines.
5. Prepare materials and handouts as necessary.
6. Gather a trade book or other appropriate source for a biography on Harriet Tubman.
Background Information:
Students have learned about positive leadership qualities in earlier lessons and earlier grades, and perhaps from schoolrelated programs. Positive qualities might include characteristics such as: truthfulness, respect for oneself and others,
responsibility, helping others, participation in government, bravery, honesty, helpfulness, kindness, courage, willing to
stand up for what is right and obeying laws.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – What makes a good leader?
1. Write the following question on the board:
• What makes a good leader?
2. Each student writes one or two answers on their own paper.
3. Students form groups of four to compare their lists and create a
group list of important positive qualities of leadership.
4. Each group writes a bulleted list of five leadership qualities on
chart paper or butcher paper.
5. Groups post their list (chart paper) on the wall or board.
6. Rotating Review Activity:
• Groups rotate to all charts, noting similarities and
differences in the lists.
• Students add or delete characteristics from their original list
as they see fit.
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
Materials:
• markers
• butcher paper or large chart paper
TEKS: 5.19C; 5.24E; 5.25B; 5.25D
Instructional Note:
• The purpose for this section of the lesson is to
help students brainstorm positive leadership
qualities which might include the following:
truthfulness, respect for oneself and others,
responsibility, helping others, participation in
government, bravery, honesty, helpfulness,
kindness, courage, willing to stand up for what
is right and obeying laws.
7. Facilitate a class discussion to formulate one list with five to
seven characteristics. Write these characteristics on the board.
8. Students write the final list on their own paper to use in the
Explore section of the lesson.
EXPLORE – Harriet Tubman
1. Read aloud the story of Harriet Tubman.
2. As students listen to the story, they write a checkmark next to
the characteristic on their list that they associate with Harriet
Tubman.
Suggested Day 1 (continued) – 10 minutes
Materials:
• A biography of Harriet Tubman
Purpose:
• The purpose for this section of the lesson is for
students to apply leadership characteristics.
TEKS: 5.19C; 5.24E; 5.25B; 5.25D
EXPLAIN – Haiku Poetry
Suggested Day 1 (continued) – 10 minutes
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Grade 5
Social Studies
Unit: 09 Lesson: 1
Instructional Procedures
Notes for Teacher
1. Students remain in their original group of 4.
Attachments:
• Teacher Resource: Help with Writing Haiku
Poetry (1 copy for teacher reference)
2. Groups discuss the leadship qualities of Harriet Tubman,
providing examples of how she demonstrated the
characteristics from the class list.
3. Explain the process involved in writing a Haiku poem.
• One topic
• 3 Lines
• 1st line = 5 syllables
• 2nd line = 7 syllables
• 3rd line = 5 syllables
TEKS: 5.19C; 5.24E; 5.25B; 5.25D
Purpose:
The purpose of this section of the lesson is to help
students transfer leadership characteristics to a
creative expression focusing on a historic person.
4. Provide students an example of a Haiku using leadership
characteristics with the Teacher Resource: Help with Writing
Haiku Poetry. (Teachers may want students to clap for each
syllable that is read so they remember what a syllable is.)
5. Using leadership qualities from the discussion, each student
individually writes a haiku poem to honor the leadership of
Harriet Tubman.
EXPLORE – Research
1. Introduce the idea of “historical context.”
Suggested Day 1 (continued) – 20 minutes
Attachments:
• Teacher Resource: Possible Resources for
Research
2. Remind students that certain words or terms that sound wrong
or are unacceptable to us now, were used at specific times in
history to mean different things. That can be an example of
TEKS: 5.19C; 5.24E; 5.25B; 5.25D
“historical context.” An example is the word “automobile.” In the
early 1900s, people said “automobile” while today, we often say Purpose:
“car.” Explain to the students if they come upon a word or term
• The purpose of this section of the lesson is for
in their research that seems questionable or unacceptable to tell
students to research historic figures to
the teacher about it.
discover their leadership qualities.
3. Students remain in their original group of 4.
Instructional Note:
• The quality of research and the information
4. Assign each group one of the following persons: Abraham
gleaned will depend upon the quality of
Lincoln, Robert E. Lee, Jefferson Davis, Ulysses S. Grant.
sources used. Access the school library, the
public library, or go to the Internet for the
5. Using textbooks, encyclopedias, district-approved websites, and
National Archives, the Presidential Libraries
primary source documents, including photographs, students
and other sources you have vetted before
research their assigned person and write notes specific to the
allowing student access.
person’s leadership qualities during times of conflict.
6. Students research their assigned leader and discover
leadership qualities as the main idea of their research.
7. Students compose a bibliography of resources used.
EXPLORE – Research
1. Students complete their research, looking especially for
examples and stories of the person’s leadership qualities.
Suggested Day 1 (continued), Day 2 – 20 minutes
TEKS: 5.19C; 5.24E; 5.25B; 5.25
Instructional Note:
• Review main idea and summary with the
page 3 of 5
Grade 5
Social Studies
Unit: 09 Lesson: 1
Instructional Procedures
Notes for Teacher
students.
EXPLAIN – Writing a Play
1. Groups use the research and leadership qualities they
discovered to write a very short 5-minute play as a summary
about their historic figure. At the close of the play, students
include a statement on how the main person of the play might
have had a different viewpoint if they were still alive today.
2. Students prepare to present the play to the class and turn in a
written copy to the teacher.
Suggested Day 2 (continued) – 30 minutes
TEKS: 5.19C; 5.24E; 5.25B; 5.25D
Instructional Note
• The play must also include the entire class as
a simple part of the play.
• One student from each group is the narrator of
the play and explains what is happening and
what the audience role will be.
3. Students write a play following the guidelines below:
• Play take 5 minutes or less to present
• Play is based on their historical research
• Every group member is included
• Simple costumes may be made from paper or whatever is
available in the classroom
• Students choose one person in their group to be the
narrator who introduces the play and the actors, and must
close the play by making a simple statement on how that
person might have had a different viewpoint if they were
alive today.
EXPLAIN – Group Presentations
1. Students present their play to the class. (Note: Allow only 5
minutes per play, including set up)
2. As they watch each play, students take notes on the leadership
qualities of each person using the Handout: Historical
Leadership Qualities Notes.
Suggested Day 3 – 40 minutes
Attachments:
• Handout: Historical Leadership Qualities
Notes (1 per student)
TEKS: 5.19C; 5.24E; 5.25B; 5.25D
3. Students summarize the leadership qualities of the five famous
historical figures right after the play and answer the guiding
question:
• How do differing qualities of leadership affect the kind
of leader they are?
ELABORATE – Then and Now
1. Facilitate a discussion about national leaders in today’s world
and how they display the qualities of good leadership.
Suggested Day 3 (continued) – 10 minutes
TEKS: 5.19C; 5.24E; 5.25B; 5.25D
2. Students consider and discuss if the people they researched
would be the same in today’s world, or if they would have made
the same decisions today based on the current issues of the
United States.
EVALUATE
•
Suggested Day 4 – 50 minutes
List leadership qualities that are universal and withstand the test
of time. Write a haiku poem that expresses your personal view
of leadership. Using words or pictures, explain the poem by
showing how national leaders during the Civil War era exhibited
those qualities. (5.19C; 5.24E; 5.25B, 5.25D)
page 4 of 5
Grade 5
Social Studies
Unit: 09 Lesson: 1
Instructional Procedures
Notes for Teacher
1C; 5B
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