Changing Tomorrow 3 : Leadership Curriculum for High-Ability High School Students (Grades 9-12) book cover
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Changing Tomorrow 3
Leadership Curriculum for High-Ability High School Students (Grades 9-12)



ISBN 9781593639556
Published December 15, 2012 by Routledge
198 Pages

 
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Book Description

A well-rounded curriculum needs to address the more formalized development of leadership abilities that will ensure that young people acquire the knowledge and skills essential to assuming leadership roles. Changing Tomorrow 3: Leadership Curriculum for High-Ability Students offers instructional activities for high-ability high school students based on the Common Core State Standards that emphasize critical and creative thinking skills and gives gifted students an opportunity to apply these skills in an integrative and substantive way. This book includes 10 lessons that address leadership skill development and assignments that require students to research and compile biographical information on six influential men and women drawn from multiple disciplines and diverse backgrounds. Instructional questions, pre- and postassessments, and appropriate rubrics are also included.

Grades 9-12

Table of Contents

Part I: Introduction to the Unit Introduction and Overview of the Unit Curriculum Framework: Goals and Outcomes of Changing Tomorrow 3 Alignment of the Changing Tomorrow Series With National Standards Part II: Pre- and Postassessments and Rubric Instructions for the Assessments Preassessment on the Concept of Leadership Postassessment on the Concept of Leadership Rubric for Scoring the Pre- and Postassessments on the Concept of Leadership Part III: Lessons Lesson 1: Introduction to the Concept of Leadership Lesson 2: Oprah Winfrey and Vision Lesson 3: Steve Jobs and Storytelling Lesson 4: Dwight D. Eisenhower and Team Building Lesson 5: Thurgood Marshall and Conflict Resolution Lesson 6: Distinctions in Roles and Leadership Generalizations Revisited Lesson 7: Maya Lin and Creativity and Innovation Lesson 8: Nikola Tesla and Legacy Lesson 9: Local Panel of Leaders and Oral Debate Lesson 10: Student Reports and Final Synthesis References Part IV: Appendices Appendix A: Teachers’ Rap Sheets Appendix B: Annotated Bibliography About the Authors Common Core State Standards Alignment

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Author(s)

Biography

Linda D. Avery, Ph.D., managed the Center for Gifted Education at The College of William and Mary upon receiving her doctorate in educational leadership, policy, and planning from that institution in the late 1990s. Previously she helped establish the first gifted education program at the state level in Michigan and helped administer the long-established state program in Illinois. She has authored language arts curriculum materials based on the Integrated Curriculum Model (ICM) and oversaw the preparation of a collection of social studies curriculum units. She has conducted several state and local gifted program evaluation studies over her career and numerous professional development workshops in curriculum development and implementation. She is currently living in Seville, OH.

Joyce VanTassel-Baska, Ed.D., is the Jody and Layton Smith Professor Emerita of Education and former Executive Director of the Center for Gifted Education at William & Mary in Virginia, where she developed a graduate program and a research and development center in gifted education. She also initiated and directed the Center for Talent Development at Northwestern University.

Reviews

In addition to detailed lesson plans, VanTassel-Baska and Avery have incorporated pre- and post-assessments to measure both student learning gains and instruction effectiveness. The rubrics created for these assessments are easy to follow and implement. The lessons included encourage students to reflect on famous leaders' contributions as they develop their own leadership skills.,Gifted Child Today, 3/26/14
These curriculum guides provide an excellent resource for teachers of the gifted as well as classroom teachers seeking to challenge their high-ability learners. The lessons and activities are easily adaptable to meet the needs of teachers at levels other than those specified. They are well organized with lesson plans that are easy to follow.,Elizabeth Kregel,Roeper Review, 6/24/14