Delegation Resource Manual: Month by Month Implementation Guide
Page 21
YMCA PA Youth & Government Program
3: You are a land developer. You have deadlines to meet and 20 people on your payroll. You do
not have time for delays. As far as you’re concerned, the mayor gave you the okay and supports
you, and now he is backing down. You are to show at least three characteristics of being a leader
such as confidence, decisiveness, good attitude, respect for others, etc.
4: You are the city attorney. There is a legal problem because the mayor did not clear the land
through all the proper channels, and as far as you’re concerned, the land deal is not approved. Your
job is to make certain the law is followed. Do not display leadership qualities. Keep repeating that
the mayor has to resolve this; it’s his problem, not yours.
Activity (Leadership): Significance of Individuals to a Movement
Purpose:
The purpose of this lesson is to demonstrate to students that social and political
movements, as large as they often seem, cannot take place without the leadership and
example of individual participation. The overhead provided will use the examples of
Frederick Douglass, Mohandas Gandhi, Cesar Chavez and Rosa Parks to illustrate this
point.
Objectives:
1.
Students will learn how Frederick Douglass, Mohandas Gandhi, Cesar Chavez and Rosa
Parks provided the necessary leadership skills for a successful political or social
movement.
2.
Students will answer questions about the importance of individuals to a movement based
on their learning or readiness level.
Key Words:
nonviolent resistance
bus boycott
labor union
migrant worker
abolition
emancipation
integration
segregation
Materials:
1.
Overhead of The Significance of Individuals to a Political or Social Movement.
2.
Bloomed Questions handout
3.
Primary source material on each individual
Procedure:
1. Warm-up: Place the transparency on the overhead and use it to introduce students to
four pivotal civil rights leaders. Use these four individuals to guide students
chronologically through the civil rights movement.
2. Divide students into four teams and ask them to read primary sources provided for
Douglass, Chavez, Parks or Gandhi. (You may want to group students by reading levels
since some documents are more complex than others.)
3. After reading the primary resources, students may answer Bloomed Questions as a class, in
small groups, or independently. Questions are tiered and designed for teachers to
distribute among students based on their learning styles or readiness levels.
