Internship // During the Internship- Leadership Roles
Leader of the Pact Activity

Suggested Grade Level

Grade

11

Approximate Time Needed

Minutes

Varies

Instructions

After you complete the in-class activity, think critically about the following questions:

  • Which characteristics appear on more than one list? Circle them.

  • Which leadership skills do you think are hardest to develop?

  • Does a gang leader act for the good of the gang members? Does that make the leader ethical?

  • The soccer team captain and gang leader both lead young people. How are they different? How are they similar?

  • What do you think of rappers who write lyrics that call for violence? How influential is a song?

Group Discussion

Have you ever been tempted to follow someone whom you knew did destructive or illegal activities? What did that person do or say to try to get you to follow?

Many different kinds of leaders use the same key leadership skills to motivate and influence people.

These skills and qualities are often transferable to different situations and roles. (For example, the maturity you gain as a parent might help you be a better employee. An older sibling might use leadership skills that can be applied later as they become a store manager.)

There is no single leadership style.

Leadership often means choosing the right action or quality (strictness, compassion, creative thinking, problem-solving) to respond to the situation at hand. An effective leader often knows the right thing to say or do at the right time. It takes time and experience to develop this judgment.

Leaders can be constructive or destructive.

They can benefit their communities or harm them.

Teacher Notes

Divide the class into groups of 3-5 and give each group one of the index cards you have prepared in advance, along with newsprint and markers. Ask each group to go to a different area of the room and take about ten minutes to do the following three things:

  1. On the newsprint, make a list of the characteristics usually demonstrated by the leader on their card.
  2. Come up with a typical phrase or phrases your leader would say that indicates his or her role (e.g. “No, you cannot stay out after midnight,” is a typical phrase for a parent).
  3. Plan how to portray your leader, without saying who it is, to the rest of the class with a very short “dramatic moment” using the phrase you came up with. The goal is for the rest of the class to guess what type of leader you are portraying. One person will be the leader and the others in the group are the “followers.” The “followers” might respond to the leader to more fully demonstrate the “dramatic moment.”

Circulate to help students get started. Remind them to use “The Right Stuff…” as a resource. You might also mention other leadership characteristics such as “motivates the group,” “represents the group to outsiders,” “sets a good example,” “tells others what to do,” “makes sure everyone follows the rules,” etc.

Reconvene and give each group about one minute to present its “dramatic moment” so the other groups can guess who their leader is. (If, after one minute, the class doesn’t guess, the presenting group will reveal who it is.) After each leader is revealed, the group tapes its newsprint on the wall and presents its list of characteristics.

Group Discussion

As the discussion winds down, help interns draw some of the following conclusions. (Refer to the Teacher Resources, Concepts of Leadership and Leadership Styles.)

Assessment Notes

Responses to post-activity questions

Return to Career Readiness
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