1. The Most Influential Leader
Intro to Leadership CS 404

2. Entry Task What do you think about our most recent Dare?
Learning Target
I am able to identify influential leaders and identify the qualities they possess.
What do you think about our most recent Dare?
Reflect on your experience with our most recent Dare…
What are you grateful for today?
Remind students that it is not about being perfect or even completing each Dare; rather, it is about striving to improve our character by intentionally practicing and discussing each day.

3. *Project Image: Previous CharacterDare*
Have students take out their 40 Day CharacterDare Tracking Form and fill out the slot for Day 11.
Remind students that they will not be graded on whether they do each of the CharacterDares, but they will be graded on the completion of their CharacterDare Tracking Form and CharacterDare Reflection Days.
*Project Image: Truth or Dare Prompt*
Next, have students take out their Leadership Notebook and write down their answer to the Truth or Dare Prompt. If they did the Dare, they will reflect for a moment on what they learned from the experience of doing it. If they didn’t do the Dare, they will reflect on their “Truth” about it – what do they think about the Dare?
Ask students to turn and talk to the person next to them or partner up and discuss the previous CharacterDare by sharing their response to the Truth or Dare prompt.
Truth: “What do you think about our most recent Dare?”
Dare: “Reflect on your experience with our most recent Dare.”
Using random cold calling or asking for volunteers, ask students to share their Truth or Dare reflections. Encourage when appropriate and take advantage of any teachable moments, especially when a student shares a struggle.
Teacher Note: Processing strategies can be found in Unit 0.
Remind students that it is not about being perfect or even completing each Dare; rather, it is about striving to improve our character by intentionally practicing and discussing each day.

4. The Most Influential Leader
Use the lesson outline for this portion of the lesson. It is a significant lesson and activity. Most of which is completed in class by students individually and in groups. The following slides prompt SOME portions of the activities, BUT NOT all.
LINK TO LESSON

5. Most Influential Leader OF ALL TIME
Explain, “Today we will start an activity called, ‘The Most Influential Leader Brainstorm’ that will help us understand why the most influential leaders are influential and how it connects to our lives.”
Ask students to take out their Leadership Notebooks and label the top of the page “The Most Influential Leader of All Time.”
For this activity we will be using a 1-3-6ing activity to brainstorm the names of the most influential leaders of all time, for the world, past and present. These are not necessarily your personal favorite, but for the world.”
**I would just know this info and be ready to run the activity- students dont necessirly need to know HOW the strategy works**
Say, “To start, you will individually have 2 minutes to write down as many names as you can think of that you feel could be the most influential leader of all time. No discussing with anyone else. Try to think of as many names as you can, but 5-6 is a solid goal for everyone.”
After 2 minutes tell students, “Ok, now I want you to find two other students near you and make a group of three. Share your lists with each other and add anyone to your list that someone else shares in the group. If time still remains, then add any additional names.”
Explain to students that they now are going to get into a group of 6 and decide, out of all those names on their list, who do they think would make the ‘Top 5’ on the list of The Most Influential Leaders of All Time for the World. They do not need to combine their lists before deciding as a group.
Tell students to circle those names that they think would be in the Top 5.
Teacher Note: It is ok to have a group of 5 or 7 if your numbers don’t add up perfectly for groups of 6.

6. Most Influential Leader OF ALL TIME
2 minutes
3 people
6 people
Use this page for the strategy if you want a slide for the strategy.

7. Our Class list:
Next, ask students to share the names they think would make the list and write the names on a whiteboard or butcher paper, making sure to ask why they think the person was so influential.
When students share names of positive influencers, write their name on the left side of the whiteboard. When students share names of negative influencers, write their name on the right side of the whiteboard.
Teacher Notes:
If there is a name that you are unsure of whether they are overall positive or negative, ask the person sharing to tell you if they consider the person to be positive or negative and if there is a disagreement by one or more in the class, put the name in the middle and tell students that it happens from time to time.
All names go up on the board because everyone of the people mentioned had influence of some kind.
While students are sharing names check for any key names that are missing, such as Jesus, MLK Jr., Gandhi, Mother Teresa, Abe Lincoln, etc.. Suggest them if they are not mentioned, as these names make the top 5-7 regularly.
While getting names and asking students to describe why the person they mentioned was so influential, keep reminding them to give names of people who are or were, “The most influential all time, for the world, past or present,” and not just their personal favorite.
After you have written down names on the board and checked to see if any missing names need to be added, close down the discussion and tell students that you are now going to conduct a value vote.

8. What about in your life?
Give students time to think of the person who has been the most influential of all time in their life.
Ask students to raise their hand if:
That person was Mom (pause and then have students lower their hands)
That person was Dad
That person was a brother or sister
That person was another family member like an Aunt, Uncle, Grandparent, Guardian etc.
That person was a close friend
That person was a mentor of some kind like a teacher, coach, youth group leader, etc.
Ask, “Can you describe to me why that person was the most influential person ever in your life?”
Teacher Note: Student descriptions will most likely be describing service and sacrifice, but in their own words.
Point out to students that the reason leaders like Jesus, MLK Jr., Gandhi, Mother Teresa, and Abe Lincoln are identified many times as the most influential leaders of all time is the same reason why that person in your life was so influential to you. They served and sacrificed!
Teacher Note: This is a good place to share the example that, as the teacher, you recognize that you have power over them and they “have” to listen to you, but if you have to rely on that power in a moment where you give an office referral or a detention – your relationship with them has broken down. You would hope that students would want to do what you say in class because they believe that you are both working toward the common good and you have influence with them. You would hope that they would WANT to listen to you, not HAVE to.

9. Making Connections “
Have students pull out the Servant-Triangle Leadership Model and make the next connection for them from Influence to Service and Sacrifice.
If leadership is influence, then how do you get influence?

10. I alone cannot change the world, but I can cast a stone across the waters to create many ripples.
~Mother Teresa
For the final thoughts today. Have students respond to this quote of Mother Teresa.
What does it mean?
How does it relate to what we are doing?
What do you think she is talking about in her life?