CLE’s and State Content Standards
for Agricultural Leadership
Class Description: 1st semester (prerequisite: Introduction to Agriculture,
or teachers signature) Available for Juniors and Seniors. This class will identify
and practice leadership skills. The curriculum includes the following: Basic
leadership styles, Identifying famous leaders, Visioning, Goal setting, Motivation,
Stress management, Different forms of communication, Agricultural journalism
and broadcasting, Group dynamics, How to influence others, Time management,
Parliamentary procedure, Public speaking, Team building, Risk taking, and Code
of ethics.
An Agricultural Current Event will be due every other Friday with written and
oral evaluation.
A Supervised Agricultural Experience Program (SAE) will be graded as 20% of
the final grade.
Text: Leadership: Personal Development & Career Success, by Cliff
Rickets. Delmar Publishers (1997)
State Content Standards Achieved:
12.1.2 Reading/Writing: Students will use multimedia tools to synthesize
and present information.
12.2.3 Reading/Writing: Students will revise writing to improve voice,
word choice, sentence fluency, and subtlety meaning after rethinking how well
they have addressed questions of purpose, audience, and genre.
12.2.4 Reading/Writing: Students will revise writing based on feedback
from multiple audiences.
12.3.2 Reading/Writing: Students will prepare and deliver oral presentations
based on inquiry or research, citing sources used.
12.2.4 Reading/Writing: Students will create a personal vision statement
and set goals.
Students will plan a celebration as a reward for completing action steps and
goals.
12.3.1 Reading/Writing: Students will complete a time demand survey and
identify personal priorities.
Students will describe differences between good stress and bad stress.
Agricultural Leadership (continued 2)
Students will practice relaxation techniques (massages).
12.4.1 Reading/Writing: Students will recognize the different forms of
communication.
12.4.1 Reading/Writing: Students will interpret the cause of conflict,
learn about compromise, and demonstrate conflict handling styles.
12.4.2 Reading/Writing: Students will recognize the strengths of other people.
12.1.2 Reading/Writing: Students will identify leadership characteristics
and traits and explain their importance.
Students will research and identify leadership characteristics of a famous person.
12.3.2 Reading/Writing: Students will identify sources of motivation
and explain their effects
12.3.1 Reading/Writing: Students will describe and develop techniques
for enhancing self esteem.
12.3.1 Reading/Writing: Students will recognize basic components of self
esteem.
12.2.4 Reading/Writing: Students will define ethics.
12.3.1 Reading/Writing: Students will describe and practice ways to impart
proper ethics to others.
12.4.1 Reading/Writing: Students will listen to a guest speaker from
a foreign country or one who has been to another country.
12.1.6 Reading/Writing: Students will identify culture within the school
and community.
Students will create a “self-portrait” of their culture, customs,
and lifestyle.
12.3.1 Reading/Writing: Students will demonstrate delivery of appropriate
criticism, and accept criticism.
12.2.5 Reading/Writing: Students will record leadership styles observed
over a period of time.
12.3.2 Reading/Writing: Students will interview someone in the school
or community to find what motivates them.
Agricultural Leadership (continued 3)
12.1.8 Reading/Writing: Students will interpret profiles indicated by personality
tests, and apply assessments to everyday living.
12.3.1 Reading/Writing: Students will identify types of groups, group
roles, and group contributions.
Students will identify and develop methods for group establishment and development.
Students will describe the dynamics of decision making.
Students will discuss the importance of delegation.
Students will identify characteristics of a successful team.
12.2.4 Reading/Writing: Students will define trust.