Seminars

=Seminar: Meb Keflezighi =

Text: News article about [|Meb]

Values: Persistence, Practice, Opportunity


 * Pre-Seminar**

Read the article. Discuss vocabulary.


 * Seminar**

What events shaped his childhood? How did he impact the community? Are athletes leaders? Why? How does culture influence leadership? Cite the text What is the difference between advertising and leadership?

Who are other athletes in the San Diego area who make a positive contribution to our community? What are other areas of leadership?
 * Post-Seminar**

=**Seminar: Leadership**= Didactic--Knowledge Coaching--Skills Values Parts of ship Roles on board ship Vocabulary Product: Hot-list of laws or leaders or ways to lead Justice One and Many Leadership

Text K-3: Pirate story—same questions Text 4-12: The Helmsman by Franz Kafka

“Am I not the helmsman here?” I called out. “You?” asked a tall, dark man and passed his hands over his eyes as though to banish a dream. I had been standing at the helm in the dark night, a feeble lantern burning over my ear, and now this man had come and tried to push me aside. And as I would not yield, he put his foot on my chest and slowly crushed me while I still clung to the hub of the helm, wrenching it around in falling. But the man seized it, pulled it back in place, and pushed me away. I soon collected myself, however, ran to the hatchway that gave on to the mess quarters, and cried out: “Men! Comrades.” Come here, quick! A stranger has driven me away from the helm!”

Slowly they came up, climbing the companion ladder, tired, swaying, powerful figures. “Am I the helmsman?” I asked. They nodded, but they had eyes only for the stranger, stood around him in a semicircle, and when, in a commanding voice, he said: “Don’t disturb me!” they gathered together, nodded at me, and withdrew down the companion ladder. What kind of people are these? Do they ever think, or do they only shuffle pointlessly on earth?

Pre-Seminar: Read the passage. Discuss the action. Discuss the characters. Clarify vocabulary (helmsman, helm, hub, feeble, mess quarters, companion ladder, shuffle).

Opening: Round robin, “Which word stands out for you?” Then free discussion, “Why?”

Core: What happens in this piece? Is there a leader? Who follows? Who has power? When? How does he/do they get power? How does each use his time—the stranger, the narrator, the crowd? What kind of people are these? Have you ever met people like these? Where? How did you get along?

Closing: What advice would you give these the people?

Post-Seminar: Make a hotlist of laws or leaders or leadership styles. Group them by type. Who leads San Diego? Who follows?

=Seminar: Leadership/Social Justice and Equality= Didactic--Knowledge Coaching--Skills Values Questions Product: Charts of tax money spent on SD programs and institutions Justice Equality Fairness Love Brotherhood Text K-3: Picture Book of Helen Keller Text 4-8: Helen Keller, Her Life in Pictures or Deaf Child Crossing by Matlin Text 9-12: He Sits Down on the Floor of a School for the Retarded by Aldan Lowan

I sit down on the floor a a school for the retarded, A writer of magazine articles accompanying a band That was met at the door by a child in a man’s body Who asked them, “Are you the surprise they promised us?”

It’s Ryan’s Fancy, Dermot on guitar, Fergus on banjo, Denis on pennywhistle. In the eyes of this audience, they’re everybody Who has ever appeared on TV. I’ve been telling lies To a boy who cried because his favorite detective hadn’t come with us; I said he had sent his love and, no, I didn’t think he’d mind if I signed his name to a scrap of paper: when the boy took it, he said, “Nobody will ever get this away form me,” in the voice, more hopeless than defiant, of one accustomed to finding that his hiding places have been discovered, used to having objects snatched out of his hands. Weeks from now I’ll send him another autograph, this one genuine in the sense of having been signed by somebody on the sme payroll as the star. Then I’ll feel less ashamed. Now everyone is singing, “Old MacDonald had a farm,” and I don’t know what to do

about the young woman (I call her a woman because she’s twenty-five at least, but think of her as a little girl, she plays that part so well, having known no other”, about the young woman who sits down beside me and as if it were the most natural thing in the world, rests her head on my shoulder.

It’s nine o’clock in the morning, not an hour for music. And, at the best of times, I’m uncomfortable In situations where I’m ignorant of the accepted etiquette: it’s one thing To jump a fence, quite another to blunder into one in the dark. I look around me For a teacher to whom to smile out my distress. They’re all busy elsewhere. “Hold me,” she whispers. “Hold me.” I put my arm round her. “hold me tighter.” I do, and she snuggles closer I half-expect Someone in authority to grab her Or me; I can imagine this being remembered For ever as the time the sex-crazed writer Publicly fondled the poor retarded girl. “Hold me,” she says again. What does it matter what anybody thinks? I put my other arm around her, rest my chin in her hair, thinking of children real children, and of how they say it, “Hold me,” and of a patient in a geriatric ward I once heard crying out to his mother, dead For half a century, “I’m frightened! Hold me!” And of a boy-soldier dreaming it on the beach At Dieppe, of Nelson in Hardy’s arms, Of Frieda gripping Lawrence’s ankle Until he sailed off in his Ship of Death.

It’s what we all want, in the end To be held, merely to be held, To be kissed (not necessarily with the lips, For every touching is a kind of kiss).

She hugs me now, this retarded woman, an I hug her. We are brother and sister, father and daughter, Mother and son, husband and wife. We are lovers. We are two human beings Huddled together for a little while by the fire In the Ice Age, two hundred thousand years ago.

Pre-Seminar: Vocabulary (pennywhistle, etiquette, geriatric, institution, Dieppe, Frieda/Lawrence, Ship of Death) Opening: What word does the author use to describe this place and people? Why? Core: How does the author feel at the start of his visit? How does the writer connect with the people at the school? How are the people at the school different/the same as the author? How does the author decide what etiquette is? Closing: What are some benefits of institutions (schools)? Can you see drawbacks? Have you ever been an outsider with a new group of people? How did you react? Post-Seminar: What responsibility do we have to take care of various groups of people (challenged, unemployed, children, etc.?) What institutions does the government support in San Diego? List them. What is the purpose of Muir School?

=**Leadership: Peace and Conflict**= Didactic--Knowledge Coaching--Skills Values Telling stories Performance: Speech or Dramatic Excerpt War and Peace

K-6 Text: Star Spangled Banner, by Francis Scott Keyes 7-12 Text: Second Inaugural Address by Abraham Lincoln

At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention, and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured.

On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it—al sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the union without war—seeking to dissolve the union and divide effects by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came.

One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war, the magnitude, or the duration, which it has already attained. Neither anticipated that the cause of the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible, and pray to the same God; and each ask a just God’s assistance in wringing their bread form the sweat of other men’s faces; but let us judge not that we be not judged. The prayers of both could not be answered; that of neither has been answered fully. The Almighty has his own purposes. “Woe unto the world because of offenses! For it must needs be that offenses come; but woe to that man by whom the offense cometh!” If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through his appointed time, he now wills to remove, and that he gives to both North and South, this terrible war, as the woe due to those by whom the offense came, shall, we discern therein any departure from those divine attributes which the believers in a Living God always ascribe to him? Fondly do we hope—fervently do we pray—that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue, until all the wealth piled by the bondman’s two hundred and fifty years of unrequited toil shall be sun, and until every drop of blood drawn with the lash, shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said, “the judgments of the Lord, are true and righteous altogether.”

With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the battle and for his widow, and his orphan—to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all nations.

Pre-Seminar: Clarify vocabulary (occasion, correspond, avert, engross, absorb, deprecate, venture, negotiate, magnitude, duration, ascribe, unrequited, toil, malice strive, cherish). List what was happening in USA and other countries from 1860-1866.

Opening: What stands out to you? Why?

Core: What was different four years before this speech? What does Lincoln mean when he says, “The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself”? What does he say about the slaves? What can you say about his appeals to God and the Almighty? The last lines are the most famous. What do you think they mean? Why have people continued to remember those last lines? What does he think of war and of peace having led his country at that time?

Closing: What can you say about “just and lasting peace”? Is it possible, desirable, likely? Why or why not? How are we doing today as far as peace?

Post-Seminar: Memorize “With malice toward none; with charity for all; with firmness in the right…let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the battle and for his widow, and his orphan—to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all nations” and perform or record it using an appropriate voice and clear diction.

=**Leadership: Globalization and Interdependence/Diversity**= Didactic--Knowledge Coaching--Skills Values Paint Photoshop Pixie CyberFair Banner Globalization Interdependence Sharing Community Text: Service, by Adam Davis Pre-Seminar Opening Core Closing Post-Seminar

Leadership: Sustainable Development Didactic--Knowledge Coaching--Skills Values Statistics Product: Poem about environment and our role in preserving it Sustainability Biodiversity Text: Politics by Aristotle

Pre-Seminar Opening Core Closing Post-Seminar

**SEMINAR: San Diego Government**
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