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TEACHER: Christina Ward
YEAR
4-6 |
LEVEL
3 |
DURATION
4 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Social Organisation 3.1
How leadership of groups is acquired and exercised
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Students will be able to:
- Explain how people become leaders of groups
- Describe how people exercise leadership of groups
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Processes being Assessed
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Learning Outcomes
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Inquiry
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- Carry out a Social Studies Inquiry
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Supporting Processes |
Learning Outcomes |
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Students will be able to: |
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Values Exploration
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Explore different value positions on leadership
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Social Decision Making
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Discuss issues, solutions and possible social action from a leader's perspective
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Requirements
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| Setting(s): | New
Zealand |
| Perspective(s): | Current Issues |
| Essential Learning About New Zealand
Society (ELANZS): |
People in New Zealand's history
Current events and issues within New Zealand
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TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
Set up a Tall Poppies Learning Centre
in your classroom, with space for resources including a daily newspaper (to follow current leadership issues during the unit), books, Internet access, and wall space to develop a Tall Poppies display during the unit.
Starter activities
Possible lesson ideas
- Values Exploration - Ways people become leaders and how they lead
Start by talking about the different ways leaders are chosen in your classroom,
school or sports teams. Which groups choose leaders? How are leaders chosen?
Why are leaders chosen in these ways? Are some ways of choosing leaders better
than others?
Use this values continuum to encourage thinking
about leadership.
In groups of three, students select a leadership role in the school. For
example, leadership of a sports team, or a classroom leader. They decide
how they would select a person for that role (acquiring leadership), and
write a brief "job description" (exercising leadership) for the job. The
job description lists the experience and qualities you want for a person
in that position.
Self Assessment (Formative)
- Take me to your leaders
Students work individually or in pairs to complete the Take
Me to Your Leaders sheet.
Read a selection of stories about leaders (see Reading
To from English Online). Try some of the profiles in Alan Duff's Maori
Heroes, published by Random House.
Shared
reading: Jonah Lomu, School Journal Part 3 No 2 1999
- Choosing leaders
Every three years New Zealanders vote for the people they want to lead the
government.
Talk about How
New Zealand is Governed.
After you have visited the site, and read or talked about the information
on it, complete this crossword puzzle.
- Leadership style
Brainstorm in small groups: What qualities do we look for in our leaders?
Choose one of New Zealand's current leaders, and talk about how their
actions reflect these qualities.
Select the five qualities you think are the most important and complete
the leadership star diagram.
- Tall Poppy of the day
Each day a pair of students visits one of these sites:
Students choose one person, read (and/or listen and watch) about them
and jot down three things that person did that made them a leader in their
field.
Students tell the class about the Tall Poppy of the day, and post the
information on the Tall Poppies learning centre.
- Pick of the day
Use newspapers and online sites such as the New
Zealand Herald and find images of a world leader in the news. Print out
the photo and caption, and tell the class why the leader is in the news and
why you made this choice. Add to Tall Poppies display.
- Tall Poppies in the news - Values Exploration
People in leadership roles often come under intense media pressure and
scrutiny. Recent examples include Prince William and Mark Todd.
Step 1 - Fact Finding
In small groups, write down what you know about how this person has been
treated by the media.
Step 2 - Viewpoints
Draw up (or print out) a Points of View Table
and complete it by asking three people to give their opinions on this issue.
Step 3 - Suggestions
What differences do the viewpoints above show? Can these differences be
resolved? How?
Step 4 - Forming your own viewpoint
I think ...............................because..................
- Who am I?
Make up labels to focus on leaders of your choice:
Tell the students that you will place a label on each person's back (check
that there is no-one who might object to this). They must not tell each
other what the labels are.
To find out who they have been labelled, they will need to gather clues
from other class members.
They are only able to ask Yes/No type questions (eg Am I alive now?)
They are only allowed to ask two questions of any one person in the class.
When they have figured out who they are, they can remove the label and
use it as a name tag (on their front).
Each student gives a short verbal summary of who they are to the class.
Reference:
Cubitt, S., Irvine, R., Dow, A. (1999) Top Tools for Social Science Teachers.
Auckland; Addison Wesley Longman.
- Leadership interview
Invite a leader into your classroom to be interviewed by students. If that
is too difficult to arrange, email your questions to the interviewee, or organise
an interview via telephone conference.
Remember, the primary focus of this interview is to explore how leadership
of groups is acquired and exercised.
Choose an interviewee who will be able to speak well about these aspects
of group leadership.
Interviews
(see age variations - young students)
Video
your interview
- Fact File
The teacher allocates a leader of a group
to students, who work in pairs and jot down how they think that leader got
to that position (acquired leadership), and what they do in their role as
leaders (exercising leadership).
Once they have collected information about that person, they write a brief
fact file.
Peer Assessment (Formative)
- Biography
Assessment activity
Carry out an inquiry and write a biography of a leader that shows how that
person became a leader, and describes his/her achievement.
Use the Tall Poppies chart you have developed during the unit as a guide,
and either let each student decide which leader they will research, or allocate
a leader.
Once students have selected the subject for their biography, talk through
the assessment activity and the assessment schedule.
- Social Decision Making
Choose an issue that is being talked about in your school or area (eg graffiti,
litter, road safety).
In small groups, students take on the role of different leaders of the
groups involved in the issue. (For example, environmental group, school
council, city council, local residents association).
Think about being leaders, responsibility and decision-making.
Use these questions:
Who are the groups involved?
What triggered the issue off?
What are the arguments?
What are some possible solutions to the problem?
Why do you think these solutions will work?
Decide which solutions you think will work best, and decide who you could
present your findings to.
- Tall Poppy Awards Ceremony
Round off the unit with a Tall Poppy awards ceremony.
Decide on the categories for your awards. Ask students to come up with
their ideas. These could include: sports, fair play, politics, business,
fashion, arts, science, unsung heroes etc. Alternatively you could link
your awards to your local community. |
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Students nominate people for each category. They vote for a Tall Poppy
in each section.
As a class, decide on criteria for judging an overall winner of the Tall
Poppy awards. If your finalists are local, you could invite them in for
the ceremony.
RESOURCES
Print
- Alan Duff's Maori Heroes
Auckland, Random House
- Orange, C The New Zealand Dictionary of Biography
Auckland, Auckland University Press
Electronic
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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