Changing Tomorrow Book 2: Leadership Curriculum for High-Ability Middle School Students

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Overview

The current clarion call in education to prepare students for the 21st century operates as an incentive to rethink elements of the curriculum that will best serve the interests of high-ability learners. "Changing Tomorrow 2" offers instructional activities for high-ability middle school students based on the Common Core State Standards that emphasize critical and creative thinking skills and give gifted students an opportunity to apply these skills in an integrative and substantive way. The book includes 10 ...

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Overview

The current clarion call in education to prepare students for the 21st century operates as an incentive to rethink elements of the curriculum that will best serve the interests of high-ability learners. "Changing Tomorrow 2" offers instructional activities for high-ability middle school students based on the Common Core State Standards that emphasize critical and creative thinking skills and give gifted students an opportunity to apply these skills in an integrative and substantive way. The book includes 10 lessons that address leadership skill development and includes assignments that require students to research and compile biographical information on seven influential men and women drawn from multiple disciplines and diverse backgrounds. Instructional questions, pre- and post assessments, and appropriate rubrics are also included.

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Product Details

  • ISBN-13: 9781593639549
  • Publisher: Sourcebooks
  • Publication date: 11/1/2012
  • Series: Changing Tomorrow Series
  • Pages: 100
  • Sales rank: 1,084,967
  • Age range: 11 - 13 Years
  • Product dimensions: 8.40 (w) x 11.00 (h) x 0.40 (d)

Meet the Author

Joyce VanTassel-Baska is Professor Emerita at The College of William and Mary, where she founded the Center for Gifted Education. Formerly she initiated and directed the Center for Talent Development at Northwestern University. Joyce has also served as state director of gifted programs in Illinois, a regional director, a local coordinator of gifted programs, and a teacher of gifted high school students. Her major research interests are in the talent development process and effective curricular interventions with the gifted.

She is the author of 22 books and has written more than 500 other publications on gifted education. She was the editor of Gifted and Talented International for several years and received the Distinguished Scholar Award in 1997 from the National Association for Gifted Children and the Outstanding Faculty Award from the State Council of Higher Education in Virginia in 1993. She received the Distinguished Alumna Achievement Award from the University of Toledo in 2003, the President's Award from the World Council on Gifted and Talented in 2005, and the Collaboration and Diversity Service Award from CEC-TAG in 2007.

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Table of Contents

Part I Introduction to the Unit

Introduction and Overview of the Unit 3

Curriculum Framework: Goals and Outcomes of Changing Tomorrow 2 9

Alignment of the Changing Tomorrow Series With National Standards 11

Part II Pre- and Postassessments and Rubric

Instructions for the Assessments 17

Preassessment on the Concept of Leadership 18

Postassessment on the Concept of Leadership 19

Rubric for Scoring the Pre- and Postassessments on the Concept of Leadership 20

Part III Lessons

Lesson 1 Introduction to the Concept of Leadership 23

Lesson 2 Robert Ballard 31

Lesson 3 Charles Darwin 41

Lesson 4 Margaret Thatcher 47

Lesson 5 Duke Ellington 55

Lesson 6 Pablo Picasso 61

Lesson 7 Emily Dickinson 67

Lesson 8 Nelson Mandela 73

Lesson 9 Presentations and Products on Leadership 79

Lesson 10 Local Panel of Leaders 83

Lesson 11 Analysis and Synthesis of Leadership 85

References 89

Part IV Appendices

Appendix A Teachers' Rap Sheets 93

Appendix B Annotated Bibliography 115

About the Authors 121

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Customer Reviews

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Sort by: Showing 1 Customer Reviews
  • Posted January 6, 2013

    more from this reviewer

    Good ideas for in-depth class discussions and study

    Changing Tomorrow 2 outlines an entire unit plan for teachers on the theme of leadership, with lesson plans that include in-depth study of several famous leaders, including Nelson Mandela, Margaret Thatcher, Pablo Picasso, Charles Darwin and more. Students are asked, through a series of lessons and projects, to learn more about each person and assess the ways in which each does or does not exemplify the qualities of leadership. This leaves a lot of room for class discussion and critical thinking because even though all of the people included in the book are exemplary in many ways, even great humans have their flaws and their detractors. The lesson plans in the book encourage students to ponder whether a person's positive contributions to society outweigh their bad decisions, or whether it is even necessary for them to do so in order for us to rightly admire them as great leaders.

    VanTassel and Avery also include helpful explanations of how their unit plan aligns with U.S. common core state standards in gifted education, 21st-century skills and English Language Arts. For Canadian educators I can also attest that these lesson plans could easily be applied to Canadian provincial outcomes in English Language Arts and Social Studies. In Nova Scotia, for instance, the junior high (middle school) Social Studies curriculum focuses on the idea of empowerment, so these lessons would fit easily into that theme.

    I found this book to be well laid out, straight forward and easy to use. And of course, as always, I asked my resident curriculum expert--my partner Mike, the junior high English and Social Studies teacher--to help me assess the book's value. We ended up spending two days discussing the lives and legacies of some of the people featured in the book, thereby inadvertently completing some of the assignments recommended for high ability students.

    In a way, that's its own endorsement!

    Disclaimer: I received a free copy of this book from the publisher for the purposes of writing a review, though the review did not necessarily need to be favourable, just honest. I frequently read and review books for this reason, but I am always very truthful (and, I hope, fair) in my reviews. Therefore any opinions expressed are strictly my own (except in the case of educational resource books, in which case I often consult other educators to help me assess the books, which I usually mention in my reviews).

    Was this review helpful? Yes  No   Report this review
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