Upper Elementary School SummerO Brain Gain Module
engage
express
evaluate
exhibit
ABOUT THIS MODULE 2
It Takes a Leader It Takes a Leader
ACADEMIC VOCABULARY 2
REQUIRED MATERIALS 2
EVENT PLANNER 2
HABITS OF A LEADER 9
Dream It, Achieve It Mission Oriented
THE LEADER IN ME 17
Service to All Mankind The Melody of Change Extension Activity: A Vision for Change
LEADING BY EXAMPLE 25
Bucket Filler Speak Up
JUSTICE MAKES SENSE 34
They Changed the World and I Can Too! Uniquely You, Uniquely Me!
CULMINATING EVENT 40
Preparation Leader in Me
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About This Module
In the It Takes a Leader Module, members will have the opportunity to explore leadership characteristics within others as well as themselves. Overview This module will expose members to historical figures and changes in their community and Club that can be implemented because of them being leaders.
What is Leadership?
Driving Questions What are the rewards of being a leader?
What is the importance of standing up for what you believe in?
Product of the Leadership Day! This is an exhibit of projects and activities from Week throughout the week.
Community Members will create an elaborate display of their work from throughout Sharing Event the week inclusive of commercials.
Refer to the Facilitator’s Guide for Group Agreements prior to beginning Special Notes the module.
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Academic Vocabulary
Word Definition
Leader The person in charge of a group
Proactive Controlling a situation before it happens
Reactive Acting in response to a situation
Mission Statement A company’s reason for existing
Philanthropy Promoting the well being of others
Synergy The interaction of two or more organizations
Tolerance Allowing something to happen that you may not agree with
Stereotype Image of something that is an idea and no
A figure of speech that is used to describe something that it wouldn’t Metaphor normally describe
Lyrics Words to a song
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Relevant Closely Connected
Bully A person who intimidates others who appear weaker
Justice Being fair or reasonable
Defender A person who takes up for someone else
Racism Discrimination directed at someone of a different race
Unique Being one of a kind
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Required Materials
Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.
Poster Board/Flip chart Series of Images/Symbols (at least twice as many as the number of group members) Computer and Printer (To print out symbols) Scissors Chart Paper Large Sand Bucket Sidewalk Chalk Facilitator Orange Cones Newspaper/ Magazine Photos of Philanthropy Actions Newspaper/Magazine Photos of Places that can benefit from Philanthropy Actions Say Something by Peggy Moss Puzzle Puzzle Pieces made out of cardstock Unique Monique Markers Chart Paper
1 per Team
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Pen/Pencil Post It Notes Pipe Cleaner Chart Paper Markers Blindfold Post It Notes Song Analysis Handout Song Lyrics (See Activity 2) Construction Paper 1 per Member Have You Filled a Bucket Today? Worksheet Pipe Cleaners Plastic Solo Cups Compliment Worksheet Paper Label Index Cards
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Event Planner
Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.
Type of Event on Friday
Event Name
Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location
Display Area for Projects Chairs Scissors Games Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
Assigned to:
Task Due Date:
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Dreams to Reality
Activity 1 Dream It, Achieve It
Estimated Location Classroom Setting 45 minutes Time
Members will use a goal setting form to identify goals and create an action plan to Description achieve them.
By the end of this activity, members will be able to identify and set goals to enhance Objective leadership skills.
1 Goal Setting Worksheet (1 per member) What You Need 1 1 Pencil per member
1 Print Goal Setting Worksheet (1 copy per member) How to Prepare 2 Place worksheets and pencils at each workstation
Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members. Each member steps forward saying his/her name while 1 performing a brief movement of choice –for example, clapping or jumping in place.
Community Builder 2 The group repeats the name and movement together.
Have the group say all names with matching movements of 3 everyone who has already gone before moving on to the next person. Say: It is important for leaders to identify goals that they would like Steps to Follow 1 to achieve. Each of you are leaders.
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Ask: “Can anyone tell me some characteristics of a leader.” (Wait 2 for members to respond. Examples: honest, good listener, helper, etc.) Say: “All of those were great examples of characteristics of leaders. Leaders must be trustworthy meaning that they need to tell the 3 truth. They should also be good listeners to understand what others are saying while looking for ways to help others.” Say: “A leader must also be able to identify areas of improvement 4 and find ways to make themselves or things better. This is considered to be goal setting.” Ask: “As a leader, what things can you make better about yourself to help you be a better leader or what things can you make better to help other people?” (Examples: I can be a better listener, I can 5 share more, I can help my teacher straighten up after we finish activities, I can help my friends learn how to do math problems that are easy to me, etc.) Say: “Today, we are going to identify goals that we can achieve and think of ways that we can achieve these goals using the goal setting 6 worksheet on your workstation.” (Allow members to fill in worksheets while walking through each section with them.) Ask members to share their goals. (Give members the opportunity 7 to share their goals. Say: “Now that you’ve set goals, we will work to achieve these goals by the end of the summer.”
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Activity 2 Mission Oriented
Estimated Location Classroom Setting 45 minutes Time
Description Members will create a mission statement that represents them as a leader.
By the end of this activity, members will be able to identify qualities of a leader they Objective possess and apply them to their mission for leadership.
1 Copy of BGCA’s Mission Statement per group 2 Packs of Post It Notes (Distribute to groups) What You Need 1 Marker, Pencil or Pen Per Group 1 Chart Paper half per member
1 Print copies of BGCA’s Mission Statement How to Prepare 1 Place supplies in middle of table
Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members. Say: “It takes a leader to implement change. This means, someone who takes charge and makes things happen by either 1 doing it themselves or arranging a group of people to help them do things different than what they are being done.” Say: “Today we will be learning about leaders and how leaders have changed the world we live in as well as why it’s important to Community Builder have leaders stepping forward. You all will learn what it means to 2 be a leader and how you can use your leadership characteristics to make things better and influence change.” “Leaders must have one very important characteristic, that’s the ability to talk to people.” Have members to get to know other members in the room by 3 finding someone who fits into the categories on the “Synergy Link Up” worksheet. Tell members that only one name per box and they
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can only utilize each person once. After 5 minutes, have members to share things they learned about other members in the room.
Say: “Each leader has a purpose or reason why they are doing 1 something. As a leader, you should strive for an intended outcome overall, which ultimately shapes who you are.” Read: BGCA’s Mission Statement aloud. Explain to members that 2 every impactful organization has a mission statement that tells what their purpose is. Explain: how they can create a mission statement to say who they 3 are and their purpose as a leader. Say: “You will use the post-it notes on the table in front of you to create a personal Leadership Mission Statement. Answer the following questions on post it notes:” Steps to Follow ● Who are you? 4 ● What will you need to do in order to be a successful leader? ● What should you do in order to be successful? ● How are you going to accomplish these things? (Give members time to answer questions) 5 Ask: members to share out answers. Say: “Now that you have answered questions to form a mission 6 statement, you will put it all together to make one complete mission statement on your chart paper. “ Complete Mission Statements with a title and each member name 7 on their Mission Statement.
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Reflection and Recognition Estimated Time 10 minutes
1 Ask members to share how forming a personal mission statement aligns with their goals and achieving them.
Steps to Follow 2 Ask members if they recognized a connection of their mission statement with any of other members.
3 Ask members to share something that they learned today that can be aligned to their everyday life.
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Facilitator Resource Synergy Link Up
1. Find out what makes other members special. Find people who can write their name in each square. 2. A person can only write their name in one square on your paper. Discuss the answer. 3. Try to answer all of the questions.
Has Lived in Another State Sings From Another Country Writes Stories or Poems
Plays Sports Has a little sister Loves Video Games Loves Science
Has Visited Another State Enjoys Reading Knows How to Swim Speaks 2 Languages
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Facilitator Resource Goal Setting Worksheet Dream It + Do It + = Achieve It
Desire/Issue: Define the challenge facing you. (Why do I want to do this?)
Goal: What do I want to achieve? (Write a positive statement. Ex. “I will”) ______
Action Steps: What will I do to achieve this goal? List your action steps that will help you meet your goal. 1.______2.______3.______4.______
Date of Completion: When do I want to reach this goal? ______
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Monday Facilitator Resource BGCA Mission Statement BGCA Mission Statement
To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.
BGCA Mission Statement
To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.
BGCA Mission Statement
To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.
BGCA Mission Statement
To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.
BGCA Mission Statement
To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.
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The Leader in Me
Activity 1 Service to All Mankind
Estimated Location Classroom Setting 45 minutes Time
Members will create a service-learning project that exemplifies their leadership Description characteristics.
By the end of this activity, members will recognize things in their community that need Objective to be changed or addressed and find a solution that they can implement and ways they can influence change.
Newspaper/magazine photos that could benefit from philanthropic actions (a person with a special need, a littered area, etc.) Newspaper/magazine photos showing people who are demonstrating philanthropic actions (Look for photos addressing What You Need needs impacting different ages and socioeconomic status)
1 Gather all materials How to Prepare 2 Prepare work stations
Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members. Take sidewalk chalk and draw two circles within each other. The circles should be large enough to stand in. The middle circle is the Community Builder 1 circle of control (Proactive circle) and the outside circle is the circle of Reaction.
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Say: “Today, we will continue discussing leaders. Sometimes, we can predict things or prevent things from happening before they happen. This is called being proactive. Other times we do not know what the result of something may be, so we do something 2 about it after things happen. This is called being reactive. We are about to do an activity in which I will give you example of different things that you can control or cannot control. Move into the part of the circle, either proactive or reactive that you think can be controlled or not controlled.
Give members examples of different things they can control 3 (homework) and other things they cannot control (weather).
Say: “As a leader, you should be focused on not only getting what 1 you want, but instead be considerate of others and what they want.” Say: “This activity will focus on creating a Community Service 2 Project that can have a positive change in our community.” Ask members to look at the photos at their workstations to gather 3 ideas of time, talent or treasures that can be used to help these situations. Show members some photos of people, groups or organizations being philanthropic. Ask them to describe what is being addressed. Ask members if kids can do things to help their community. Allow 4 members to talk with one another and discuss examples and reasons to support their opinion. Ask members to share with the Steps to Follow group. Take members on a walk around the Club, outside the club, in the 5 neighborhood, etc. to help them think of ways they can make a difference. (Point out safety issues) Ask: “What are some things that we can do to make our community better or that will help others in our community?” (Jot 6 down answers while members brain storm) Ex.: Donate toys to less fortunate children, collect clothes, have a food drive, etc.) Make a list of ideas offered and narrow it down to four or five 7 ideas. Discuss pros and cons of ideas and make a final choice of a philanthropic project to carry out together. Guide members as they make a plan, determine materials needed, 8 make a timeline, divide responsibilities, and carry out their plan. (This can be an ongoing activity.)
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Activity 2 The Melody of Change
Estimated Location Classroom Setting 45 minutes Time
Members will use song lyrics to compare and identify metaphors while critically Description examining song’s messages.
By the end of this activity, members will be able to analyze and articulate how lyrics can Objective evoke change.
Copy of each song lyrics per group/member ● “Count on Me” by Bruno Mars ● “Mean” by Taylor Swift ● “The Climb” by Miley Cyrus ● “Man in the Mirror” by Michael Jackson ● “Ebony and Ivory” by Paul McCartney What You Need “Imagine” by John Lennon Copy of song Analysis Worksheet per member Pencil per member Chart paper Marker
1 Print copies of Song Analysis Worksheet and selected song lyrics for each member How to Prepare 2 Place materials at workstations prior to beginning activity
Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members.
Ask members to stand up and form a circle. Explain to Community Builder 1 members that music has meanings behind the lyrics.
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Tell members that they will engage in a Music Mixer. Explain to members that you will play music and they will move around the 2 room in the same manner as they would play music chairs except with people. When the music stops, members should engage in meaningful conversations relating to the lyrics of the song. Ask members to pay attention to the lyrics and how it changes 3 their mood, makes them feel, what they are thinking and what it really means. Play a song from the list above and ask members the following questions while recording their answers: ● What makes you enjoy a song? 1 ● When listening to a song, do you really listen to the words? ● How often do you think about the meaning of a song? ● How does music make you feel? What might you learn from music? Explain that music is created to share a message or point of view 2 with the audience or those listening to the music. Ask members if they can think of a song that conveyed a message. Distribute printed lyrics to the song, “Ebony and Ivory” and explain that the song was written in 1982 by Paul McCartney. Discuss how the ebony and ivory in the title refers to keys on a piano. (Black 3 keys are often made of ebony and white keys have been made of ivory) Ask members to read the lyrics and draw a picture or write a few sentences about what they think the message of the song is. Allow members to share their ideas. Steps to Follow Say: “The song uses a metaphor which is a figure of speech in which a word or phrase that would normally represent one thing is now used to represent something else.” Then ask members to identify metaphors in the song. (Ex. What do you think ebony could be a metaphor for? Ivory? The piano keyboard?) (Note: While this song 4 is about keys on the piano, it can be related to people getting along, integration and racial harmony.) Ask members what message Paul McCartney may have wanted to communicate in writing the lyrics to this song. Is that same message important today? Why or Why not? Distribute song lyrics to other songs and ask members to read the lyrics. Tell them that these songs were written many years apart. 5 Ask members “What similar messages do these songs share?” “How do the messages apply to your school or community?” Divide members into small groups. Ask each group to brainstorm 6 about other messages that artist could sing about that would be relevant in their community or school. Say, “Think about tolerance engage express evaluate exhibit20 20 of 44 It Takes a Leader
of other groups including those with disabilities, people from different religions, ethnic backgrounds, or viewpoints, or even people from different neighborhoods.” Ask members to imagine they were songwriters who have been asked to write a song about one of the issues they brainstormed. Allow members to pick and issue that interest them and write a paragraph about the issue they have chose. The paragraph should 7 include: ● Why the issue is important to you ● Why the issue is relevant in your school/community What message will your song share
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Activity 2 Tuesday A Vision for Change Extension
Location Classroom Setting Estimated Time 45 minutes
This activity is a continuation of Activity 2: Members will create a visual Description representation of an issue important to them that aligns with their song lyrics.
By the end of this activity, members will be able to visually articulate their view of Objective issues affecting their school/community.
1 Copy of each members writing sample from Activity 2 1 Box of markers per group What You Need 1 Sheet of construction paper, notebook paper or white paper
1 Gather all materials necessary for implementation How to Prepare 2 Prepare workstations for members Ask members to reflect on the song lyrics and paragraphs from 1 Activity 2. Say: “Now that you’ve identified an issue that’s important to you 2 as a song writer, it’s time to design the cover of your cd!” Say: “One of the most important parts of music is the visual Steps to Follow 3 representation of the song. You will be creating a cd cover and title for your song that you wrote about.” Allow members to use resources on their workstation to create a 4 cd cover and title that correlates with their song lyrics and paragraph. 5 Guide members based upon their writing.
Reflection and Recognition Estimated Time 10 minutes
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1 Ask members to share how this activity changed the way they respond to music.
Steps to Follow 2 Ask members to reflect on the lyrics and share how lyrics and songs have changed over time.
3 Ask members to share how we can dig deeper into an activity using song lyrics.
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Facilitator Resource Song Analysis Song Analysis
1. Select two songs from the lyrics provided. 2. Read the lyrics of both songs and, if possible, listen to them. 3. Complete the chart below SONG ONE SONG TWO Title
Singer
Message
I think this is the song’s message because
Example of a metaphor in the song
How the song relates to my life
The messages of the two songs are similar because: ______
______
The messages of the two songs are different because: ______
______
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Leading by Example
Activity 1 Bucket Filler
Estimated Location Classroom Setting 45 Minutes Time
Members will learn about building others up and being aware of the effects of their Description choices (words & actions).
By the end of this activity, members will be able to identify bucket filling and bucket Objective dipping behaviors.
1 Large Sand Bucket 2 Cards illustrating “Bucket Filler” behaviors and “Bucket Dipper Behaviors 1 What You Need Clear plastic Solo Cups (One per member) 1 Paper label 1 Pipe Cleaners (One per member) 1 Compliment Tear Sheet
1 Gather materials necessary for implementation How to Prepare 2 Prepare workstation for members Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members. Select one member to be “it.” Everyone else should sit in a half circle around the person who is “it,” similar to a horseshoe shape. Each person will say one nice thing about the person Community Builder 1 who is “it.” The person who is “it” will then repeat all the compliments and positive things and add one positive thing about themselves.
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Everyone gets a chance to be “it.” If you have a large group, the 2 “it” person can write down their compliments to remember them. Ask members: 1. Why is it important to say positive things about others? 2. How do you feel when someone says negative things about you? 3 3. How do you feel when people say positive things about you? 4. Was it difficult for you to say positive things about others? 5. What did you learn about yourself? 6. What did you learn about your peers? 7. What was the purpose of this activity? Write the words “Respect,” “Responsibility,” and,” Caring” on chart 1 paper or a board to visually display. Lead the members in a discussion about the meanings of these character traits. Say: “Today, we will learn about different ways to show respect, 2 make responsible choices and be caring in and out of school. Show members a large sand bucket and ask members what the bucket is. After building interest, read, “Have you Filled a Bucket Today?” to the group. Questioning and discussion should take place throughout reading. Examples: ● Does everyone carry an invisible bucket? ● How can you tell if someone’s bucket is empty or full? ● How do you feel when your bucket is empty? Full? 3 ● What can you do to fill someone’s bucket? How does that make you feel? Steps to Follow ● What happens to your bucket when you dip into someone else’s? ● People who choose to bully, are they bucket fillers or dippers? Are their buckets full? What can we do here, in our Club, to make sure that everyone’s bucket is full? Say: In our warm up activity, we read, “Have you Filled a Bucket 4 Today?” Now we will look at different behaviors to determine if it is a bucket filling or bucket dipping behavior. Lead the group in the activity by showing different behaviors on cards. Once members determine which bucket it goes in, place the 5 bucket fillers in the large sand bucket and those that are bucket dippers in the trash can. Give each member a plastic solo cup with holes punched on either 6 side, a pipe cleaner and a paper label. Have students to use the
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pipe cleaner to form a handle, write their name on their label, and then attach the label to the front of their bucket. Say: “Now that each of you have your own bucket, you will take 7 time to fill others bucket.” Tell members to rotate around the room and place a compliment in 8 each person’s bucket. (Each member should have a filled bucket) Give members time to study their bucket and share thoughts and 9 feelings. 10 Allow members to display their buckets in the room.
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Activity 2 Speak Up!
Estimated Location Classroom Setting 45 minutes Time
Members will be exposed to solutions that they can participate in when being faced with Description bullies who are lashing out at others.
By the end of this activity, members will be able to differentiate between taking a stand Objective individually and seeking the assistance of an adult for help.
1 Say Something by Peggy Moss 1 Pencils for each member 1 Post it Notes for each member 2 Bully illustrations What You Need 1 Crayons or Markers 1 Worksheets 1 Scenarios to role play on index cards 1 Paper for each member
1 Gather all materials necessary for implementation How to Prepare 2 Prepare workstations for members
Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members. Ask members to stand in a circle, arms out to the side, left hand palm up, right index finger pointing down and touching 1 neighbor’s outstretched palm. Explain to members that when you say “GO.” They should grab the finger in their left hand and Community Builder prevent their right finger from being grabbed at the same time. (1….2….3….GO!) Repeat this several times.
2 The trick is dramatizing the “GO!” the buildup of suspense, and most will jump the gun, adding to the fun.
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Ask members: 1. What was difficult about this activity? 2. What strategy did you use to assist you? 3 3. Did the activity get easier over time? Why or Why not? 4. Tell us about a time in life you had to feel the same type of anxiety. 5. Tell us about a time you made an assumption about someone. 6. Why can assumptions cause problems? Say: “Bullying is something that happens too often. As leaders, it is our responsibility to act on things that are not right and either 1 stand up or seek assistance from adults when we notice something wrong.” Ask members to respond to journal questions. ● What is a bully? ● Have you ever been bullied? ● Have you ever witnessed someone else being bullied? 2 ● What did you do? Why? ● What does a bully look like? Steps to Follow ● Explain and illustrate Upon completion of this activity, discuss responses. Display two examples of what members might predict a bully to look like (see illustrations below). Ask members to place a post-it 3 on the bully that matches the one they illustrated in their notebook. Discuss their answers. Say: “A bully can look like anyone.” Divide members into groups to act out scenarios on flash cards and to discuss how they can stand up for someone in those 4 situations. Have groups to demonstrate their scenarios for the whole group.
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Reflection and Recognition Estimated Time 10 minutes
1 Ask members to share what they have learned from the activity.
Steps to Follow 2 Ask members how they can apply today’s activity to their daily life.
3 Allow members to express how/if the activity affected them personally.
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Facilitator Resource Bully Illustrations
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Facilitator Resource Bully Scenarios
1. A group of students is walking down the hall toward their next class and witness a popular student push an unpopular student into the lockers, throwing books and papers all over the ground. The aggressor laughs and leaves. Act out this scene and decide what the group should do. Would your conclusion really happen in this scenario? Why or why not?
2. Mabel is not very athletic and has developed much quicker than other girls at school. One day, while changing for gym class, some girls grab Mabel's bra and swing it around like a sling. There are at least 15 girls in the locker room; what should they do? While role-playing this scenario, consider whether your thoughts here, in the safety of a role- playing situation, would translate into action if the scenario were real.
3. Katy is lining up in the playground after lunch when someone kicks her legs from behind. She turns round to shout at the boy, but they both get in trouble with the teacher. How can you help?
4. Someone calls Jane nasty names because she wears glasses, so Jane feels upset. How can you help?
5. Someone says Tom is stupid because he got 0 out of 10 in his math test. How can you help?
6. John is playing football on the playground when a primary 6 boy comes over and takes his ball away from him. How can you help?
7. No one is playing with Alice in the playground, even though she has asked to play with some other girls and she is feeling very sad. How can you help?
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Justice Makes Sense
Activity 1 They Changed the World and I Can Too!
Estimated Location Classroom Setting 45 minutes Time
Members will engage in discussions about historical figures and how they impacted the Description world.
By the end of this activity, members will be able to identify ways that they can make the Objective world a better place.
1 Copy of brief reading selections of 5 of the 10 Historical Figures. ● Abraham Lincoln ● Rosa Parks ● Claudette Colvin ● Frederick Douglas ● Ida B. Wells ● William Lloyd Garrison ● Lydia Maria Child What You Need ● Sojourner Truth ● Harriet Tubman ● Martin Luther King, Jr. 2 Copies of cube handout for each member 1 Pair of scissors per work station 1 Tape 2 Strings for each member
1 Prepare workstation How to Prepare 1 Cut cubes out for each member
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Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members. Ask the group to form a circle and explain that the community builder, “evolution,” goes in order of first the egg, then the chicken, the dinosaur, rock, star and superhero. Each stage of evolution has a corresponding action. –egg is low to the ground 1 with hands over their head, chicken walks like a chicken and clucks, dinosaur has arms outstretched like big jaws and rock star mimes playing the guitar. Remind members that they can only do Rock Paper Scissors with someone who is at the same Community Builder stage of evolution. Everyone should begin as an egg and pair to play Rock Paper Scissors. The person who wins evolves to the next step. The 2 loser goes down a stage or remains an egg if they were already an egg. Members continue to pair with someone on the same stage to continue this process of Rock Paper Scissors. The members that evolve to a superhero are finished and can fly 3 around the room. Continue to play until only one superhero is left standing as the winner. Choose five historical figures from the list above and ask members 1 to share things that they know about them. Divide members into groups and give each group one historical 2 figure. Give each group a reading selection on the figure and one copy of the cube handout. Ask members to review the reading selection and talk about how 3 they should complete the handout. Allow each member to complete his or her handout. Rearrange the groups that members are in to have one person 4 from each of the first groups to represent every historical figure in Steps to Follow each group. Members should take turns teaching one another about their 5 historical figure. As a whole group, talk about how the figures were different or the same. Ask the following questions: 6 ● What surprised you about each of them? ● What common characteristics existed? What characteristics were different? Explain that as children, they have the ability to change the world 7 as well and brainstorm how they can promote justice.
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Facilitator Resource Cube of a Leader
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Facilitator Resource Cube Defender
Historical Figure______
Complete your cube, crease along lines, and tape corners of cube.
1. Give details about the historical figure.
2. Provide words that describe their struggle of injustice.
3. What did they do to overcome?
4. Who assisted them in their fight against injustice?
5. Explain any obstacles that had to be overcome.
6. After fighting injustice, what did they accomplish?
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Activity 2 Uniquely You, Uniquely Me!
Estimated Location Classroom Setting 45 Minutes Time
Description Members will identify their uniqueness to increase confidence in self.
By the end of this activity, members will be able to identify ways that individuals can Objective share their uniqueness to benefit the group as a whole.
1 Puzzle Pieces from a Puzzle 1 Unique Monique by Maria Rousaki What You Need 1 Paper Puzzle Pieces (white card stock cut into puzzle shapes) 1 Bulletin Board (create a bulletin board with butcher paper) 1 Crayons/markers for each work station
1 Gather materials necessary for implementation How to Prepare 2 Tape pieces of puzzle to the board to fit together 3 Prepare workstations for members Warm Welcome 1 Greet members by name as they enter the program area. 2 Engage in meaningful conversation with members. Ask members to form a circle while you explain the Community Builder. Tell members that you will select a statement to tell the 1 first member. Each member will pass the phrase on to the next person by whispering it. Once the last person receives the statement, they will stand and repeat it to the group. Community Builder 2 Once selecting the phrase, begin the activity. Allow members to pass the message around the room. The last member should report to the group what the phrase is. 3 Explain to members that this activity is about passing along the right information and how you can be misinformed with the wrong pieces of statements or “puzzle pieces” of a conversation.
Steps to Follow 1 Give each member a puzzle piece and ask:
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● When putting together a puzzle, do the pieces fit together perfectly? ● If you lost a piece, what would happen to the picture? ● What do you notice about the puzzle piece you have? ● Is the piece your neighbor has shaped the same as yours? Are the colors the same? Say: “Although they are similar, they are unique in their own way.” 2 Read the story “Unique Monique” Have members to form a circle to discuss the story. Ask: ● What is the meaning of unique? ● What makes Monique unique? 3 ● How did she show her uniqueness? ● What is unique about you? How should we treat others who are unique? Give each member a puzzle piece from the board. Tell members 4 that the board represents the entire class and the puzzle pieces represent them as individuals. Say: “Now you will create your own puzzle pieces that’s unique to 5 you.” Ask members to share their puzzle pieces and tell what makes 6 them/it unique. As members share, have them to put their pieces back on the board. Ask members to share what they learned about each other and 7 how everyone is a perfect puzzle piece to the group.
Reflection and Recognition Estimated Time 10 minutes
1 Ask members to share how identifying what is unique about them made them feel about themselves.
Steps to Follow 2 Ask members to share what they learned about someone else that they did not know.
3 Tell members that each of them are unique and their differences is what makes them each special.
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Culminating Event: Leadership Day
Activity 1 Preparation
Estimated Location Gym or Spacious Area 15 minutes Time
Description Members will follow directions, work together to display their projects from the week.
Members will be able to “exhibit leadership characteristics” through displaying their Objective activities from the week.
team materials tape for hanging team displays butcher paper for creating displays device for playing musical selection What You Need musical selection to be played for exhibit viewing light refreshments for community audience table and decorations for refreshments chairs for guests and members
1 Complete event planner How to Prepare 2 Gather materials necessary for activity 3 Prepare space for presentations Warm Welcome Greet members by name as they enter the program area. Engage in meaningful conversation with members.
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1 Break members into pairs. Have each pair stand back to back.
On your cue, have members turn around and do one of three movements: Community Builder 2 1. Friends- Hold arms out and yell, “Hey!” 2. Food- Rub your tummy and say “Mmmm.” 3. Fireworks – Clap hands together and make fireworks sound. The goal is for partners to turn around and do the same 3 movement without planning or talking about it. If they get it right, they can do a fist pump and say, “Yes!” If they don’t match, they can place their hands on their foreheads and say, “D’oh!”
1 Ask members to form a large circle.
2 Ask members to tell the group about one thing that will help with creating the displays for their Day of Leadership. Give instructions and times for what will take place today, such 3 Steps to Follow as setting up for the event, rehearsal, greeting guests, display explanations and cleaning up after the event. Give instructions on the time and place teams should meet 4 before the start of the event. Tell team leaders to be responsible for gathering their members.
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Activity 2 Leader in Me
Estimated Location Gym or spacious area 30-45 min Time
Description Members will follow directions, work together to display their projects from the week.
Members will be able to “exhibit leadership characteristics” through displaying their Objective activities from the week.
team materials tape for hanging team displays butcher paper for creating displays device for playing musical selection What You Need musical selection to be played for exhibit viewing light refreshments for community audience table and decorations for refreshments chairs for guests and members
Use the event planner for preparation Designate areas of the gym for each teams display How to Prepare Have music and large area available for viewing Set refreshment table Warm Welcome Greet members by name as they enter the program area. Engage in meaningful conversation with members.
1 Ask members to form a circle as you explain the community builder. Community Builder Tell members that on the count of three, everyone will look up 2 into the eyes of one person they choose. If two people make eye contact with each other, they scream and are out.
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3 The last two people left are the winners.
Give each team a designated area of the gym to display their 1 materials. 2 Distribute team materials. Say: “Assemble your materials in a decorative display. Be as 3 creative as possible.” Suggestion: Have members create a catchy title and slogan for each table. Ask teams to practice explaining their display one last time before 4 the event. Steps to Follow Remind members to circulate the gym, greet guests and show their 5 displays. 6 Community viewing of Leadership Day. Remind team leaders to gather their teams and have them sit in 7 the front of the gym, so they can be ready to present when announced. 8 Invite members to next week’s Summer Brain Gain Module
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Estimated Reflection and Recognition 10 minutes Time
1 Ask members to share their feedback on activities from this module.
Steps to Follow 2 Ask members what were some important thoughts to ponder on from their experience.
3 Ask members how they can infuse what they learned into their daily lives.
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