Unit Name:Leadership in Action

Created By:

Tina OrmeSubjects:ELA and Social Studies

Level:Sixth Grade

Unit Time Frame:4-6 Weeks

Unit Overview (including context): Leadership is a thread that runs through all areas of life (social, emotional, physical, cultural, intellectual). Leadership changes through the influences of individuals, groups and time. This unit will engage students in a historical real life experience that takes them through the day to day events of Sir Ernest Shackleton’s expedition in 1915 in relationship to the theme of “leadership in action”. The central text used is Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance by Jennifer Armstrong. This book is broken up into chapters of manageable size (6-9 pages. This book is written to describe how the crew survived not that the crew survived. This inquiry based project will lead students to identify leadership qualities exhibited through the use of inquiry, discussion, journaling, research and reading activities.

Unit Rationale (including Key Shift): The unit focus is on Shift Four: Students will collaborate effectively for a variety of purposes while also building independent literacy skills. Students will be able to think creatively using a wide range of idea creation through investigation of varied subject matter. They will learn to elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize their own creative efforts through inquiry, research, writing and presentation in relation to the themes of leadership. They will use various types of reasoning, analyze how parts of a whole interact with each to produce overall outcomes in complex and difficult systems. Students will also work in teams to make judgments and decisions; to interpret information, draw conclusions based on analysis, synthesize and make connections between information and arguments. This unit allows teachers to focus on several ELA standards and Social Studies in an integrated format rather than in isolation and draws students to a deeper understanding of leadership in action.

Essential Questions

What does it mean to be a leader?What does it mean to be a member of a team or community?Is failure always a bad thing?How can leaders of yesterday help us be leaders today for a better tomorrow?Enduring UnderstandingsHabits of mind and character are formed through life experiences and the choices we make. Students will be better prepared to understand that outcomes in their lives can be affected by personal decisions they choose to make. Students will better understand…-- they have control over their feelings, their attitudes, their thoughts, their actions, and their future.--they have value, self worth and may become as successful and productive as they choose.--that their experiences and how they handle them contribute to their success or failure.--historical literary and informational texts can provide insight into past, present and future life outcomes.

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Central Text: Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance by Jennifer Armstrong. This book is broken into twenty chapters of manageable size (6-9 pages). These chapter divisions are based on significant events that happen to the crew. It includes diagrams, maps, photos, and blueprints of the Endurance. The book opens with an attention grabber entitled “Just Imagine” which gives a summary that reveals the crew’s survival. This book is read to see how the crew survived not just that they survived. Armstrong incorporates background information about the Antarctic and nautical navigation throughout. She narrates the book from an objective point of view.

Text Complexity Analysis (Module 3): Quantitative: 1090 L Range: 925L-1185L Associated Grade Band Level: 6th-8th Qualitative:

Text Structure (story structure or form of piece): Moderately Complex- The text is a sequential account of Shackleton and his crew starting off on an expedition to Antarctica and their subsequent stranding on the ice and eventual rescue. The accounts include key events pertaining to their fight for survival in the bitter cold. The illustrations, maps, diagrams support the development and meaning of the text. Language Clarity and Conventions (including vocabulary load): Mostly Complex-The text structure and vocabulary is mostly complex containing many complex sentences, and multiple meanings. The vocabulary contains fairly complex language that is sometimes unfamiliar, archaic, subject-specific and includes many academic tier 3 words. Levels of Meaning/Purpose: Very Complex-A moderate level of knowledge regarding the significant events of the time period, maritime navigation, and the Antarctic is required. There are multiple levels of meaning that may be difficult to identify. There are multiple themes that are subtle and are revealed over the entirety of the text.

Reader-Task: close reading; summaries; journaling; narrative essays; artistic representation

Common Core Focus Standards Student Friendly Learning TargetsReading:

RL.6.2 and RI 6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Reading:

I can identify the central idea and supporting details of a text. I can define and understand the influence of personal opinion

and judgment when reading a text. I can analyze text to determine the central idea and supporting

details. I can recognize particular details used to supports the central

idea of a text.

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RI.6.7 Integrate information presented in different media or formats (e.g., visually, qualitatively) as well as in words to develop a coherent understanding of a topic or issue.

Supporting Standards:

Reading:RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

WritingW.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

I can recognize how to access information from different media and formats.

I can identify the terms topic and issue. I can combine information taken from various media, formats,

or text. I can demonstrate understanding of a topic or issue using

information from various media/formats.

I can identify key ideas about individuals, events and ideas as stated in text.

I can define anecdote. I can analyze how key individuals, events and ideas

in a text are introduced, illustrated, and elaborated upon. I can analyze evidence in text to support key ideas.

I can apply appropriate research and inquiry methods to conduct a research project.

I can apply multiple resources to conduct short research projects.

I can determine sources to answer a research question. I can narrow/refocus the inquiry by selecting information from

multiple sources, which will support or justify the answer. I can conduct steps for research to answer a question. I can conduct a short research project to answer a question,

with appropriate information derived from research in a variety of sources.

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W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Language:L6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Speaking and Listening:SL6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I can draw evidence from literary or informational text to support analysis, reflection and research.

I can identify key ideas and details which provide evidence to support conclusions about nonfiction text.

I can cite textual evidence to support analysis of what is explicitly stated in nonfiction text.

I can draw evidence from key ideas and details in nonfiction text as evidence to support analysis, reflection and research.

I can analyze and reflect on key ideas and details in nonfiction text as evidence to support analysis, reflection and research.

I can recognize conventions of language for: writing, speaking, reading and listening.

I can apply knowledge of language when writing, reading and listening.

I can apply knowledge of language conventions when writing, reading and listening.

I can use knowledge of language and its conventions when writing, reading, listening and speaking.

I can engage effectively in a range of collaborative discussions.

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SL6.4 Present claims and findings sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

I can present:

o findings o claims o descriptions o acts o details

I can use:

o appropriate eye contact o adequate volume o clear pronunciation

I can determine:

o logical sequence o important descriptionso facts and details that accentuate ideas or themes

I can give oral presentation to present claims and findings:

o sequencing ideas logically o using important descriptions

Culminating Activity:

Description: Students will research a famous person who exemplifies leadership in action in spite of significant challenges and use 2-3 credible (print and electronic) primary, and secondary resources for their research. Students will write and present a multimedia report to the class, making a case for why the person chosen is a striking example of leadership in action in the face of difficult circumstances. Students will edit their work for sentence variety and spelling. The multimedia presentation will include an interpretive original visual representation to show understanding of “leadership in action” (W.6.1, W.6.7, RI.6.2, SL.6.1, SL.6.4, L.6.2a,b).

Objectives: To create and present a multimedia presentation to the class, making a case for why the person chosen is a striking example of leadership in action in the face of difficult circumstances.

Assessment: A multimedia analytic rubric will be used for the presentations created by individual students or groups of students. Students will complete self-evaluations of their participation in their projects. Both rubrics can be found in Appendix B.

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Frontloading: Students will experience a similar project at the beginning of the unit through participating in a short 4 phase document based inquiry

project on Sir Ernest Shackleton and his Transcontinental Expedition to Antarctica.

Day 1 Documents Based Inquiry on Sir Ernest Shackleton: Part OneObjective Students will work with groups to conduct a short research project on Sir Ernest

Shackleton.Idaho Core Standards

RI.6.7 Integrate information presented in different media or formats (e.g., visually, qualitatively) as well as in words to develop a coherent understanding of a topic or issue.

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

SL6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials Phase one packets: visuals and media clips (Appendix A)Phase two packets: written documents media clips (Appendix A)Note catchers (Appendix A)

Vocabulary Academic:graphic organizernote catcheressentialphase

Domain Specific:Antarctic Transcontinental Antarctic ExpeditionIcebergleadership

Procedures 1. Explain the note catcher for today’s documents based inquiry. Introduce the essential questions.2. Have students write their names on, complete a Frayer Model on A Great Leader… independently, and turn in

the model. This document will be used in part 2 of the DBI as a vocabulary activity.3. Divide students into groups of three or four.4. Set expectations/norms for behavior for the activity; review respectful discourse behaviors within groups when

presenting claims.5. Determine roles within the group. Discussion director; time keeper; scribe for the group portion of this phase.

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Pass out Phase I packets to each group. Show first 5 minutes of http://www.youtube.com/watch?v=R55nyP07Ai8 PART 1 – 14 minutes

6. Give students time to study the materials and write down their notices and wonders. Students should first work independently during this step of the project.

7. Allow students to share their findings with their small groups and to create a large chart of notices and wonders from the group.

8. Ask for discussion directors from each group to share their findings discussed and noted on their large chart. Remember the teacher is the facilitator. He or She should not be adding information to the discussion.

9. Pass out Phase II packets. Give students time to read and record their notices and wonders. Show the video clip Students should be working independently at this time.

10. Allow students time to share findings with their group and add their notices and wonders to their group chart for phase 2.

11. Ask for group discussion directors to share their group findings.12. Have students reflect upon the essential questions and what they have learned thus far about Ernest

Shackleton and his expedition.

Assessment Formative assessment: student note catchers and group charts Students will be assessed informally as the teacher circulates through the room listening to the discussions of

the small groups and during whole group discussions.Scaffolds and Extensions

Grouping assignments will be determined upon placing students with more needs with those who can support and enhance the learning of the group.

Have students fill in a Frayer model with their preliminary thoughts about the essential question to use as a comparison to their thoughts at the end of the unit.

Advanced students can be challenged to participate in further research related to their notice and wonders not addressed in the texts provided.

The visual phase of the project will assist ELL and struggling readers to engage in the activity. Using varying levels of text will allow accessibility to the content in the written documents packet.

Day 2 Document Based Inquiry on Sir Ernest Shackleton: Part Two

Objectives Students will work together to answer questions that have arisen from the previous steps and in their small group discussions through reading additional texts.

Idaho Core Standards

RI.6.7 Integrate information presented in different media or formats (e.g., visually, qualitatively) as well as in words to develop a coherent understanding of a topic or issue.

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W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

SL6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials Phase one packetsPhase two packetsPhase three packets

Vocabulary Academic:

Decisive EvidenceClaimDistinguishCollaborateDiverseEvaluateArgument

Domain Specific:Leadership qualitiesCourage DeterminationRelentlessConfidencePersistence SacrificeSanity KnowledgeOrganizationDisciplinedPositivePatientResponsibleSelf-motivatedEnthusiasticRisk taker

Procedures 1. Review yesterday’s phase one and two notices and wonders.2. Review the Frayer Model on A Great Leader… to identify vocabulary relating to leadership creating a

collaborative class list of leadership terms along with guiding them to adding to their list from terms above.

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3. Hand out Phase 1 packets again. With accompanying cut up vocabulary terms (see appendix A). 4. Use a CORE 6 Group and Label activity using the Phase I pictures and accompanying vocabulary (with added

terms students may have identified from their notices and wonders: Provide small post-its for this activity). a. Ask students to choose at least four pictures from Phase I to categorize the accompanying vocabulary

words under.b. Once words have been categorized under the pictures have student teams create “leadership” category

titles for each of the pictures based on the terms placed under each of the pictures.c. Replicate their categories and sub terms as a vocabulary map in their interactive journals.d. Refer students to their notices and wonders once the Group and Label activity has been completed and

ask them to add any additional notices and wonders to the Phase 1 and 2 section of their graphic organizer upon completion of the activity.

5. Complete Phase III. These texts will help to answer questions that have arisen from the previous steps and the small group discussions and will provide important background information.

6. Have students complete the Phase III portion of their notices and wonders.7. Teams will discuss and add to their chart paper conclusions thus far in the DBI pertaining to the essential

questions.8. The chart papers will be put up around the room and students will conduct a Gallery Walk.9. Inform the students that they will complete Phase IV: Synthesis later in the Unit between Days 14-17.

Emphasize to the students that all of these ideas are going to be utilized in the Phase IV: Synthesis, the final stage of the DBI at the end of the unit.

Assessment Students will be informally assessed on their participation Formative Assessment: Note Catcher; Vocabulary Map

Scaffolds and Extensions

Grouping students in teams will allow for opportunities for both students with challenges and those needing extensions to share their thinking through peer interactions to make learning accessible.

Using varying levels of text will allow accessibility to the content in the written documents.

Day 3-12 Central Text Reading: Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance by Jennifer Armstrong

Read selected excerpts Quantitative: 1090 L Range: 925L-1185L Associated Grade Band Level: 6th-8th

Objectives Identify key ideas about individuals, events and ideas as stated in text Define anecdote

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Analyze how key individuals, events and ideasin a text are introduced, illustrated, and elaborated upon

Analyze evidence in text to support key ideasIdaho Core Standards

RI.6.3 Analyze in detail how a key individual, idea, or event is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Materials Read Chapters from the Central Text: Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance by Jennifer ArmstrongGuiding Questions for Chapters can be found in Appendix BPost-it-notesText dependent questions for Mutiny Appendix BInteractive Journals

Vocabulary Academic:elaboratefigurative/connotativeformal voiceInformational textInquiryInterpretpoint of viewprimary/ secondary sources

Domain Specific: Polk, Katabatic Winds, ice shelves, hypothermia, sextant, impenetrable (18), crystalline (20), ice pack (31), fo’c’sle (31), brandishes (33), perpetuate (33), gramophone (33), ailing (37), jutted (39), floe (39), manning (44), calve (48), stores (53), hummock (57), plotted (57), demoralized (63), flatulence (67),unperturbed (70), occultations (73), awash (95), prismatic (101), confronted (104), fjord (104), pervasive (115), and gangrene (120).

Procedures 1. Begin reading central text by day 3 and follow schedule listed as closely as possible.Read Day 3-The Growlers Day 4- Winter on the Pack Day 5-The Face of the Deep is Frozen Day 6- Complete Decisions Decisions activityClose Reading Day 7-8 Mutiny-Close Reading Day 9-Dry Land Day 10- The Open Boat Journey: The First Ten Days Day 11-The Alps of the Southern Ocean Day 12-Camp Wild

2. Ask students to open their books to The Growlers page 10.3. Model the annotation method you would like students to try during the first section of the chapter.

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4. Give students several post-it notes to write notes of new or confusing words; notices and wonders.5. Have students write in their interactive journals each day from the perspective of being one of the crew.6. Conduct a vocabulary CODE strategy with the words listed above

a. Connect: Add words to the word wall as they are encountered in the text (This could be a large sheet of butcher paper that remains in the room throughout the Unit); encourage students to refer to them in their writing and speaking.

b. Organize: Students will be given opportunity to add these terms to their interactive journals by grouping them into categories and then determine names for each category. Students can include previously learned vocabulary from the word wall.

c. Deep Process: Students should be encouraged to create images for each of the vocabulary words and have time to explain these words and pictures to a partner.

d. Exercise: Play a matching game—Students could create two notecards for each of the terms. One card for the term and the other for the explanation of the word. Have students play a vocabulary matching game by mixing up the words and placing them face down. Students may take turns flipping over the two cards and trying to make a match. If a match is found, students will say the vocabulary name and its explanation out loud, and will keep the cards. When a person gets a match they will get to play again. Otherwise, play will switch between partners until all matches are made.

Assessment Formative: Review of students post-it notes; interactive journal entry can help guide the instruction; Students could be required to use 5 to 8 vocabulary words in meaningful ways within their daily journal entry. They will be required to underline each word they use in their writing. Students will be assessed based on their application of these vocabulary words within their entries.

Scaffolds and Extensions

Students needing scaffolding could have fewer terms to find meanings to; they could have guided notes that could have a visual image and sentence to help with the understanding of the term; Students could be paired with students of varying capabilities.

Students needing extension could be given the task of finding synonyms and antonyms for the words.

Day 6 approximately

“Decisions, Decisions” simulation activity --complete after reading The Face of the Deep is Frozen

Objectives Gain an understanding of what the crew was going through in their decision making process in determining needs and wants.

Gain a deeper understanding of Shackleton’s leadership.

Idaho Core Standards

RL.6.3. and RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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Materials “Decisions, Decisions” simulation materials. See Appendix B. Interactive Journals

Procedures 1. Students will be making choices for which items should be considered first priority that are essential for survival. Second and third priority items may be left behind because their function can be achieved through other means or because they take space away from more important items

2. Refer to your central Discuss the questions below the chart and be prepared to report to the class.3. Students can remain in the same groups they were in for the DBI.

Assessment Formative: Students will conduct a self-assessment in their interactive journals in response to the group questions. Teacher can assess individual understanding based off of the self-reflection response and the groups

understanding based on the way the teams decisions of choosing items in comparison to the Shackleton Expedition.

Day 7-8

Procedures

Close Reading –Mutiny pages 62-64

1. Complete the close reading and text dependent questions of selected text. Use as whole group discussion, and graphic organizer with the close reading follow procedure in Appendix B.

2. Use the following text dependent questions.

Within the text:

1. What was the problem Shackleton was facing in this part of the story?2. Write about how the chapter ended. Why did the author choose to write the ending this way?3. How did Shackleton solve the problem he was facing?4. What happened after Shackleton set the crew out across the ice?5. What surprised you at the end of the chapter?

Beyond the text:1. In paragraph 3 what do you think Shackleton wanted to have happen?2. At this time what do you think Shackleton and Wersley were thinking?3. Why was it so important to get the men and boats across the ice?4. What kind of person do you think McNeish was? In contrast what kind of person is Shackleton? What words

did the author use that helped you to determine your decision about these two individuals?5. In paragraph 7, what is the most important idea?

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6. What do you think Shackleton should do to avert a possible mutiny?7. Why are commitments so important? How did Shackleton remind the men that everyone is needed and

necessary? What words did the author use that support the word commitment?8. What do you think would have happened if McNeish and Worsley had really come to blows?9. What leadership qualities is Shackleton exhibiting in this instant? What evidence in the text supports your

claim?About the text:

1. Why do you think the author had started the chapter referring to the gruesome story of Sir John Franklin?2. In paragraph 4, what did the author mean by… “they had to take the boats”? 3. How did the author show you that there was tension and discontent within the crew members?

Optional:Complete the “Team Building Activity” located in Appendix B.

Assessment Formative:Students responses to the close reading of MutinyHave students conduct a power write in their interactive journal that responds specifically to the essential question “What does it mean to be a member of a team or community?” using at least 3 specific examples of evidence from the text to support their answers/claim.

Day 12-13 Imagery Lesson (activity adapted from www.pbs.org/newshour/thenews/thegov )

Objectives identify sensory details and imagery identify different types of figurative language, such as simile, metaphor, and personification analyze how a writer’s use of imagery affects meaning

Idaho Core Standards

RL.6. 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

L.6.5, 5a Demonstrate understanding of figurative language; interpret figures of speech (e.g., personification) in context.

Materials Copy of “Diary of a Survivor.” NOVA. 11 Feb. 2013. http://www.pbs.org/wgbh/nova/shackleton/1914/diary.html

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Copy of Stirling, Stewart. “Burnt Toast and Bicycles.” ITACE.com. Blog Post. 15 Feb. 2013. http://www.south2014.com/burnt-toast-and-bicycles-by-stewart-stirling

Vocabulary Academic:

Figurative languageImageryVisualOlfactoryKinestheticAuditoryGustatoryTactile

Domain Specific:

Hypothermia Exhaustion blizzard Frigid temperatures Malfunctioning equipment

Procedures 1. Don’t tell the reader what he or she is supposed to think or feel. Let the reader see, hear, smell, feel, and taste the experience directly, and let the sensory experiences lead him or her to your intended thought or feeling. Showing is harder than telling. It’s easier to say, "It was incredibly funny," than to write something that is incredibly funny. When writing a memoir or personal journal, you should attempt to show the reader what is happening, rather than telling him. The rule of "show, don’t tell" means that your job as a storyteller is not to interpret; it’s to select revealing details. You’re a sifter, not an explainer.

2. Ways to show, not tell: 1. Avoid using “to be” verbs. 2. Include descriptive, sensory detail when writing action verbs. 3. Include imagery. The six types of imagery are:

visual (sight) olfactory (smell) kinesthetic (movement) auditory (sound) gustatory (taste) tactile (touch)

4. Read the exemplar texts found at the links above in the materials list and analyze the types of imagery used within them. Use the graphic organizer to record your analysis of the texts and have students place them in their interactive journals.

5. Have students imagine they are travelers who are crossing Antarctica with the Imperial Trans-Antarctic

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Expedition crew. Have them write a journal entry in which they describe a day in Antarctica. After choosing two of the topics listed below (or choosing two of their own) they should consider how those topics may affect their days if they were really in Antarctica. Students should include imagery to “show” the readers what they might experience.

Possible Topics: Hypothermia Exhaustion Onset of a blizzard Frigid temperatures Malfunctioning equipment The breathtaking beauty of Antarctica Seeing thriving animal life (penguins, whales, seals, etc.) Breaking ice floes Katabatic winds Traveling by boat (water) or by skis (land)

Assessment Students will be assessed on (rubric included in Appendix B): How well they included the five types of imagery Whether they wrote an engaging journal The ways that they incorporated their two topics in their journal entries

Scaffolds and Extensions

Students can create a simulated blog that describes possible daily interactions and issues that could arise while crossing Antarctica on skis. One student can provide one perspective, and his/her fellow students can respond to that entry by responding with different perspectives.

ELL students and students with difficulty reading can take one of their current journal entries and revise it for one or two types of imagery.

Day 14-17 Leadership -- Synthesis

Objectives Synthesis understanding of Shackleton and his crew’s expedition, being stranded, subsequent survival, and rescue in relationship to the essential questions: What does it mean to be a leader?What does it mean to be a member of a team or community?Is failure always a bad thing?

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How can leaders of yesterday help us be leaders today for a better tomorrow?Idaho Core Standards

RI.6.3 Analyze in detail how a key individual, event or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

SL6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Materials Interactive journalsArticle: Shackelton’s Leadership Role and Shackleton's 'disastrous leadership caused the deaths of three explorers' Telegraph located in Appendix B.Handout: “Identifying Characteristics of a Good Leader” Appendix B“Identifying Leadership Qualities in Yourself” Appendix BSocratic Seminar Preparation Guide Appendix BSocratic Seminar Rubric Appendix BCulminating Activity Self-Assessment Appendix BCulminating Activity Multimedia Rubric Appendix B

Vocabulary Academic:analyzeSocratic SeminarPhilosophyCounter claim

Domain Specific:DistinguishExtraordinaryRecruitmentExtricatingCamaraderieReprimandDemotedPreferentialMoraleBuoyed

Procedures 1. Phase 4: Synthesis--Deciding who should Lead: Show video of the modern day ITACE Expedition leader Jo Davies, highlighting when she spoke about her regard for Shackleton’s leadership. Tell students they will be involved in a series of activities to help identify qualities they have to be a good leader.

2. Have students read in pairs the article (from Shackleton’s Leadership Role; Lexile 1130).3. Have students identify 5 or 6 leadership qualities highlighted in the article with evidence from the text and create

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a summary of the most important features discussed in the text that relate to the essential questions.

Read Article: Shackleton’s Leadership Role,

During the "Heroic Age of Exploration," the period in which Shackleton's 1914-1916 British Imperial Trans-Antarctic Expedition took place, Antarctic expeditions often became ordeals of suffering. At the time, polar explorers were revered for their sacrifices and held up as heroes, albeit often tragic ones.

At this same time, Shackleton distinguished himself as a hero, not only among the masses, but also among the 27 men—officers, scientists and seamen—who were his crew members on the expedition. Shackleton earned the respect of these men, not to mention the respect of millions today, by being a leader who put his men's well-being, both mental and physical, above all else.

Shackleton's extraordinary leadership skills contributed to these 27 men successfully braving the nearly two years they were stranded in the Antarctic, when the expedition ship, the Endurance, was trapped and then crushed in the pack ice of the Weddell Sea.

Shackleton's accomplishment as a leader started with his selection of the Endurance crew. He handpicked some members, including two who had served him faithfully and performed exceptionally on a previous expedition. To recruit the rest, it is said that he posted the following notice:

Men wanted for hazardous journey. Small wages. Bitter cold. Long months of complete darkness. Constant danger. Safe return doubtful. Honor and recognition in case of success.

Shackleton's recruitment notice was brutally honest about the discomforts and dangers to be faced. When the Endurance crew members indeed encountered all of the above-mentioned conditions, they accepted them as best they could, for they had been forewarned. And they looked to Shackleton, whom they called "The Boss," for guidance about how to survive the elements, both physically and emotionally.

When the Endurance became locked in pack ice, Shackleton ordered the men to pursue every possible means of extricating the ship from the icy jaws of the Weddell Sea, including using ice picks and saws in attempts to reach leads sighted sometimes hundreds of yards away. While these labors were ultimately futile, it was useful to have the men experience this firsthand, so they would neither question their predicament of having to "winter in the pack" nor become bitter with "what ifs," such as "If we had only been allowed to cut our way out of the ice, we'd have reached the Antarctic continent by now."

Shackleton's calm and confidence in the more dire circumstances were heartening to his crew. Commenting on Shackleton's reaction to their inability to free the Endurance from the ice, Alexander Macklin, the ship's doctor, said,

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"It was at this moment Shackleton...showed one of his sparks of real greatness. He did not...show...the slightest sign of disappointment. He told us simply and calmly that we would have to spend the winter in the pack."Shackleton sustained morale and created a unified team by keeping everyone busy—and equal. For example, during the long months in which the crew lived on the Endurance as a winter station, Shackleton ignored the predominant class system of the time and had scientists scrubbing floors alongside seaman and university professors eating beside Yorkshire fisherman.

In addition, Shackleton encouraged more than work-based camaraderie. The men played football on the ice, participated in nightly sing-alongs and toasts to loved ones back home, organized highly competitive dog-sled races—and even collectively shaved their heads, posing for expedition photographer Frank Hurley.In the few circumstances in which crew members did not subscribe to the teamwork philosophy, such as when seaman John Vincent was reported to be bullying others, Shackleton swiftly reprimanded them, setting an example. Called to Shackleton's cabin, Vincent left it humbled and demoted.

While Shackleton was called "The Boss" by his men, he did not differentiate himself from them. When the crew moved off the debilitated ship to a camp on the ice, Shackleton ensured that neither he nor his officers received preferential treatment.

"There was only 18 skin [sleeping] bags & we cast lots for them," wrote ship's carpenter Chippy McNeish. "I was lucky for the first time in my life for I drew one."

"There was some crooked work in the drawing," able seaman Bakewell wrote, "as Sir Ernest, Mr. Wild...Captain Worsley and some of the other officers all drew wool [sleeping] bags. The fine warm fur bags all went to the men under them."

In addition, in an attempt to help his crew get over the trauma of abandoning the Endurance, Shackleton literally served his men: Rising early in the morning, he made hot milk and hand-delivered it to every tent in the camp.Shackleton's mantra of unity and show of humanity was infectious. While his men were suffering from the most terrible deprivation, they often rose to his example and showed tremendous compassion for each other. When First Officer Lionel Greenstreet spilled his much-needed milk on the ice, he seemed almost despondent over the loss, and, one by one, the seven men who shared his tent silently poured some of their equally precious ration into his mug, refilling it.

During the brutal, seven-day lifeboat journey to Elephant Island, Shackleton literally stood tall, boosting the morale of his suffering men by standing at the tiller, hour after hour. Later, during the 17-day sail to South Georgia Island, Shackleton monitored the health of his five companions constantly. Captain Frank Worsley later wrote, "Whenever Shackleton notices that a man seems extra cold and shivering, he immediately orders another hot drink served to all." Worsley explained that Shackleton was careful not to single out the man suffering the most, for he would not want to

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frighten him about his condition.

In the face of changing circumstances and constant danger, Shackleton remained positive and decisive, which buoyed his crew. Further, throughout the 22-month Endurance expedition, Shackleton was able to bring the best in each of his men. Each crew member contributed to the team's survival, from Captain Frank Worsley, whose exceptional navigation guided the men to both Elephant and South Georgia Islands; to carpenter Chippy McNeish, who reinforced the lifeboats; to cook Charles Green, who created meals day after day with limited resources; to Alexander Macklin and James McIlroy, the two doctors, who saved steward Perce Blackborow from gangrene resulting from frostbite; to second-in-command Frank Wild, who served as leader of the 21 men on Elephant Island after the departure of Shackleton and companions for South Georgia.

Twenty-eight ordinary-turned-extraordinary men, led by Shackleton's example, survived nearly two years of unimaginable hardship at the end of the Earth.

Read: Shackleton's 'disastrous leadership caused the deaths of three explorers' Telegraph http://www.telegraph.co.uk/news/worldnews/antarctica/1451419/Shackletons disastrous leadership caused the deaths of - three explorers.html

Shackleton's 'disastrous leadership caused the deaths of three explorers' By Tony Paterson 12:01AM GMT 11 Jan 2004 For decades, Sir Ernest Shackleton has been regarded as a hero for saving the crew of the Endurance during his failed South Pole expedition of 191416. The rescue he mounted has inspired a recent spate of books and television programs, and prompted management training schools to identify him as an example for the corporate world.

Yet in a new book due to be published in April, two Antarctic historians from New Zealand who have researched the fate of Sir Ernest's advance supply team for the first time say that three members froze to death as a result of bad leadership, faulty planning and woefully short supplies. "As leader of the Imperial TransAntarctic Expedition, Shackleton inevitably bore responsibility for their deaths," said Richard McElrea, one of the authors of Polar Castaways. The book includes testimony from the diary of Ernest Joyce, one of the members of the ill fated party. "Nobody would consider undertaking such a trip with such miserable equipment for a single second," he wrote.

Sir Ernest is best known for sailing 800 miles from the Antarctic to South Georgia in the South Atlantic in a 23ft boat in 1915 after Endurance, his main ship, was crushed by pack ice and sank. The explorer and his crew survived an epic journey through some of the world's most treacherous seas with no loss of life.

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Polar Castaways tells the little known story of the "Ross Sea party" a team of 10 men dispatched from Tasmania to the Antarctic in 1914 to deposit advance supplies for Sir Ernest, who had planned to cross the South Pole from the opposite side of the continent until his ship sank.

According to David Harrowfield, Mr McElrea's coauthor, "Shackleton had given the Ross Sea party tasks which were almost impossible to fulfil". The party was beset by squabbles, supply shortages, bad planning and ultimately death. Aneas Mackintosh, who had been selected by Sir Ernest as team leader but turned out to be fatally hotheaded, was blown out to sea on drifting pack ice, together with Victor Hayward, another expedition member. The Rev Arnold Spencer Smith, the team's padre, contracted scurvy and froze to death.

Sir Ernest gives only scant mention of their plight in South, his own account of his 1914 expedition. Mr. McElrea said his book was based on previously unpublished interviews that he and his coauthor conducted with survivors of the expedition during the 1970s and 1980s. Their task was to deposit more than two tons of supplies at five separate depot camps along Sir Ernest's planned route a trip that involved covering a distance of more than 2,000 miles on dog sledges across pack ice plagued by relentless blizzards and sudden thaws.

The historians' new account begins with the explorers' realization that Sir Ernest's London based supply team had failed to deliver almost half the equipment promised for the expedition a bad start. Once it had set off, the party ran into difficulties almost immediately. Their ship, the Aurora, which was moored according to instructions set down by Sir Ernest, snapped its anchor cables in a storm and was blown out to sea with most of the supplies aboard. The ship drifted in ice for nearly a year before it could be freed, leaving the 10 man party marooned ashore with pitifully inadequate provisions.

Members of the party had to sew makeshift footwear made out of sealskin sleeping bags and trousers were cut from the remains of discarded tents. The party stuck to its task, but squabbles broke out after Mackintosh, the one eyed explorer selected by Sir Ernest to lead the expedition, refused to reduce the heavy loads the team was dragging, even though several men had frost boils and most of the dogs had died from exposure.

Discipline continued to deteriorate and the food ration was reduced to eight sugar lumps and a biscuit a day. Spencer Smith, who was just 31, died from scurvy, while Mackintosh had to be strapped to a sledge after becoming delirious. The party finally made it back to a camp at McMurdo sound in March 1916 after a tour that had lasted six months.

Two months later, Mackintosh insisted on making a dash across the frozen McMurdo sound to a hut with better supplies at Cape Evans, 15 miles to the north. "First we save you from death and now you want to risk dying again. What idiots are we dealing with here!" Joyce is recorded as saying. Mackintosh nevertheless walked out on to the floating pack ice with fellow explorer Hayward. An hour later, a blizzard blew up and forced the ice out into the sea. The pair were never seen again.

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The Ross Sea party was not rescued until January 1917. Men had given their lives in a worthless sacrifice, the historians argue, because Sir Ernest neither crossed the Antarctic nor reached any of the depots they had laid.

The London based James Caird Society set up to honour Sir Ernest's memory and named after the boat on which the explorer and his crew made their escape 1/17/2016. Shackleton's 'disastrous leadership caused the deaths of three explorers' Telegraph http://www.telegraph.co.uk/news/worldnews/antarctica/1451419/Shackletonsdisastrous-leadershipcausedthedeathsofthreeexplorers.html 2/2 rejected claims that the explorer was to blame for the plight of the Ross Sea party.

"Shackleton was at the time coping with his own party and its problems on the other side of the continent," said Maj Gen Patrick Fagan, the chairman of the society. "The Ross Sea party lost most of their supplies when their ship was blown away during a blizzard. They consequently developed scurvy and later made errors of rash judgment that we do not think Shackleton would have allowed them to make."

Sub-activity A- Identifying Characteristics of a Good Leader (adapted from ITACE-.Gov-SS): Have students work in pairs. Distribute handout “Identifying Characteristics of a Good Leader” to all students, review the

background and directions. Give each pair time to identify the 10 characteristics of a good leader. Debrief by making a list on the board of the class’s top 10 characteristics.

Sub-Activity B- Identifying Leadership Qualities in Yourself: Distribute handout: “Identifying Leadership Qualities in Yourself.” Have students complete Part A-

Individual Activity. Remind students not to put their names on the handout. Complete Part B Leadership Scenarios within teams.

Socratic Seminar: During the Socratic seminar we will discuss how people have made a difference in their communities via their leadership through an exploration of our essential questions: What does it mean to be a leader? What does it mean to be a member of a team or community? Is failure a bad thing? Student’s goals will be to include looking at all of the issues, seeking to understand multiple perspectives, finding common ground, and developing deeper understanding of the questions.

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1. Establish Norms: consider characteristics of effective speaking and listening.2. Generate Questions- (Place students in pairs) Work in your team to review today’s learning and

generate 3-5 discussion questions that will help us develop a deeper understanding of our essential questions. We will create a master list and vote for the ones we most want to discuss.

3. Gather Evidence and Prepare. Collaborate with your partner to complete the Socratic Seminar Preparation Guide. Make sure to support your responses with specific evidence.

4. Discuss. One person from each pair will enter the center circle and discuss the first three questions. We will pause for 10 minutes into the conversation for pairs to meet and create personal goal (i.e, I will contribute to the discussion at least two times). The partner in the outer circle (those in the outer circle cannot interject comments and can only give nonverbal feedback coaching to their inner circle partner; it would be a good idea to be opposite your inner circle partner so that they may see you) will have an opportunity to coach the person who is in the inner circle by providing him/her with procedural feedback. After 20 minutes, the inner and outer circles will change places and we will move on to the last three questions. We will pause ten minutes into the conversation for a coaching break. The inner circle and the outer circle will merge into one large circle for the last 10 minutes of the seminar. We will focus on discussing our essential questions.

5. Debrief about the process.6. Return to students to their DBI note catchers housed in their Interactive Journals to complete Phase IV:

Synthesis portion of the Note Catcher.

Assessment Formative:Based off of discussion of from Sub-Activity A and BSocratic seminar preparation guideSocratic Seminar RubricDBI Note catcher

Scaffolds and Extensions

All activities in this process and the varying combinations that teams can be put together will provide for all learners.

Day 15-25 Culminating Activity:

Description: Students will research a famous person who exemplifies leadership in action in spite of significant challenges and use 2-3 credible (print and electronic) primary, and secondary resources for their research. Students

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will write and present a multimedia report to the class, making a case for why the person chosen is a striking example of leadership in action in the face of difficult circumstances. Students will edit their work for sentence variety and spelling. The multimedia presentation will include an interpretive original visual representation to show understanding of “leadership in action” (W.6.1, W.6.7, RI.6.2, SL.6.1, SL.6.4, L.6.2a,b).

Objectives: To create and present a multimedia presentation to the class, making a case for why the person chosen is a striking example of leadership in action in the face of difficult circumstances.

Assessment: A multimedia analytic rubric will be used for the presentations created by individual students or groups of students. Students will complete self-evaluations of their participation in their projects. Both rubrics can be found in Appendix B.

Adapted from “Weighty Decisions” http://www.pbs.org/wgbh/nova/education/activities/2906_shacklet.html Adopted from “Characteristics of Good Leaders” http://www.slideshare.net/guest11ce8/characteristics-of-good-leaders-presentation and “Leaders’ Questionnaire” http://www.buzzle.com/articles/leadership-activities-games-to-build-teamwork.html#leaders-question

Shackletons Antarctic Adventurehttp://www.youtube.com/watch?v=R55nyP07Ai8 PART 1 – 14 minuteshttp://www.youtube.com/watch?v=IhuVDH9s-H0 PART 2 - 14 minuteshttp://www.youtube.com/watch?v=zDnGENgiF9k PART 3 - 12 minutes

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