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Standards of Learning
English
Reading/Literature 9.3, 9.4, 10.3, 10.4, 11.3, 12.4
Writing 10.9
Research 9.8, 10.11
History and Social Science
World History and Geography to 1500 a.d. WHI.5, WHI.6, WHI.13
World History and Geography 1500 a.d. to the Present WHII.13
Virginia and U.S. History VUS.5, VUS.7, VUS.13
Virginia and U.S. Government GOVT.2, GOVT.10
Correlations
to VA
SOL and Student
Expectations
Leadership Student Expectations
HS.1: Self-image
HS.2: Evaluation of own behavior
HS.3: Improvement of leadership skills
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Instructional Activity or Strategy
The Great Act
The purpose of this activity is to discover ways to capitalize on individual
strengths and to improve areas of weakness. Before individuals can improve,
they must begin a process of identifying their own strengths and weaknesses.
Although not initially exhaustive, this process will assist the students
in identifying their strengths and weaknesses by identifying the strengths
of others that they would like to emulate.
Steps To Complete the Activity
Have students
- Take Handout #1 to six people who know them either in or out of
school and have each person write in the space provided one good,
great, or impressive positive act which they have seen the student
do. Do not allow them to use the student’s name in their responses
on the handout. When students have completed Handout #1, have them
turn it in.
- Post students’ great acts on the board. An act may be listed only
once. Return Handout #1 along with Handout #2.
- In Handout #2’s left-hand column, have students enter six good
acts from the list on the board that they have not done but would
like to be known for doing. In the right-hand column, have them briefly
describe what they might do to achieve these acts.
- Discuss their responses with each other and the teacher and suggest
ways that each person may continue this process.
Discussion
The concluding discussion could be enlarged to examine the good acts
of individuals as seen in works of literature, history, or any other
discipline in which leadership is vital. The activity may be introduced
with a video or a story read about an individual leader who is newsworthy
or popular at the present time.
See next page for sample handouts.
Resources
Handouts #1 and #2
Other resources may include people, organizations, equipment, print/non-print
resources, handouts, games, videos, Internet sites.
Teacher’s Notes
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