Leadership is a process rather than an event. As situations change, roles and behaviors of leaders and followers may also change. In defining leadership, students learn that respected leaders act ethically and model responsible behavior. Students work to understand that active leadership may involve personal and public risks and opportunities. While leadership demands no specific age, gender, ethnicity, religion, or political affiliation, students learn that these elements may influence an individual’s leadership style.

EC.4 The student will identify the characteristics of leaders.

a. Identify qualities of effective leaders, such as honesty, care for others, civility, and fairness.

b. Describe positive and negative leadership traits as seen in fictional characters or in historical figures.

ES.4 The student will explore the characteristics of leaders.

a. Identify and discuss leadership qualities, such as responsibility, courage, and reliability (in addition to honesty, care for others, civility, and fairness).

b. Describe leadership traits, and distinguish between positive and negative examples of these traits in the school, peer group, local community, and state.

MS.4 The student will examine the characteristics of leaders.

a. Identify and discuss effective leadership qualities, such as setting of limits, tolerance, self-reliance, initiative, charisma, and competence (in addition to honesty, care for others, civility, fairness, responsibility, courage, and reliability).

b. Analyze the effectiveness of leaders according to the traits they demonstrate.

HS.4 The student will analyze the characteristics of leaders.

a. Identify and discuss effective leadership qualities, such as integrity and wisdom (in addition to setting of limits, tolerance, self-reliance, initiative, charisma, competence, honesty, care for others, civility, fairness, responsibility, courage, and reliability).

b. Explain how leadership traits apply to many aspects of life, such as economic and political systems, scientific discoveries, mathematical reasoning, and artistic endeavors.

c. Examine leadership theories that explore different styles/types of leadership

d. Explore philosophical concepts associated with leadership, such as virtue and justice.

EC.5 The student will explore the role of the follower.

a. Identify qualities such as respect, cooperation, and good manners, and relate them to the role of the follower.

b. Examine the importance of being willing to listen, taking directions, following assigned chains of command, and being supportive.

ES.5 The student will under-stand the importance of the role of the follower.

a. Understand that followers can support and advance the cause of their leaders.

b. Examine the importance of being an informed follower and the role of flexibility in being a follower.

c. Explain the importance of active participation as a follower.

MS.5 The student will under-stand that the roles and actions of the follower fluctuate.

a. Discuss the loyalties of followers and where they place their support.

b. Learn when and how to question leadership respectfully.

c. Understand the importance and need to act sometimes as a follower for the good of the group.

d. Identify situations in which assuming a leadership role is appropriate.

e. Discuss the concept of civil disobedience.

HS.5 The student will analyze the complex relationship between the leader and the follower.

a. Critically analyze situations in which followers become leaders.

b. Analyze and understand the dynamic relationship between the leader and the follower.

c. Evaluate the risks and consequences of civil disobedience.

EC.6 The student will under-stand that different settings affect leadership roles.

a. Identify leaders within the family, classroom, and school.

b. Understand that the student’s role as follower or leader may change at different times.

c. Discuss the effects of changing situations upon leadership in the family, classroom, and school.

ES.6 The student will under-stand the role of environ-ment in the process of leadership.

a. Identify the roles of leaders in the family, school, community, state, and nation.

b. Understand that as situations change, the student’s role as follower or leader may change.

c. Describe the effects of changing situations upon leadership roles in the family, classroom, and school.

MS.6 The student will analyze the role of context in the process of leadership.

a. Evaluate the roles of leaders in the family, school, community, state, and nation; and in distinct ethnic groups and different world cultures.

b. Understand that as contexts change, the student’s role as follower or leader may change.

c. Discuss the effects of changing situations upon leadership roles in the family, school, community, state, and nation.

HS.6 The student will evaluate the role of context in the process of leadership.

a. Analyze the influence of different contexts on leadership, such as gender, ethnicity, political affiliation, religion, and socio-economics.

b. Understand that as contexts change, leaders may become followers, and followers may become leaders.

c. Evaluate the effects of changing situations upon leadership roles in the family, classroom, school, community, state, nation, and world.