The Civil War (media item)

Bibliographic Information: 

The Civil War. (1990, September). Retrieved from http://www.pbs.org/civilwar/

Plot:

In this epic PBS documentary by Ken Burns, the four years of the Civil War are discussed. Through quotes and images the stories of leaders, soldiers and everyday citizens from both sides are shared. The first episode is dedicated to the cause of the war, a complicated topic. It is described how many men had not traveled far so the war was an exciting prospect for them. Much of the film is spent discussing the endless battles of the war such as Antietam and Gettysburg. The characters and leadership of Grant, Lee and others is explored. The surrender that ended the war is explained along with the bitter assassination of President Lincoln.

Quantitative Reading Level:

Interest Level: grades 8-12

Qualitative Reading Analysis:

Text Structure – moderately complex. The film is in chronological order and most of the ideas are implicit.

Language Features – very complex. The film includes various types of complex sentences. Much of the vocabulary is academic and specific to the subject of the Civil War. Some of the quotes used in the film are abstract and contain figurative language.

Purpose – moderately complex. The purpose of the film, to educate viewers about the events of the Civil War, is clear from the beginning.

Knowledge Demands – very complex. The film discusses various battles and people which can be challenging for some to follow along without prior knowledge of the Civil War.

Content Area:

Social Science

Content Area Standards:

California History-Social Science Content Standards

8.10.5 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.

11.1.4 Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

Curriculum Suggestions:

I showed this film to my students when I was a student teacher in a US History class. Many of my students were Asian immigrants who did not have a strong grasp of the Civil War. Showing clips of this film helped put things into perspective for my students. Watching a film was a special treat so despite the fact that it was academic, the kids stayed focused and it added to the curriculum I was teaching.

Subjects/themes:

This film discusses the events and people of the Civil War. The themes of the film are: war, democracy, government, state’s rights and slavery.

Personal Thoughts:

I love watching documentaries just as much as I love reading nonfiction. I enjoy learning new things and try to create these experiences every chance I can get. Despite being 14 years old, The Civil War documentary can still be enjoyed by youth and adults. The style of the film is classic and still used by Burns today; most recently in his documentary about the Roosevelts. The Civil War is a very complex topic. There are multiple causes, battles and players so it is helpful to have a film like this to follow.

The Roosevelts: An Intimate History (media item)

Bibliographic Information: 

The Roosevelts: An Intimate History (2014, September). Retrieved from  http://www.pbs.org/kenburns/the-roosevelts/

Plot Description:

This multi-part PBS documentary produced by Ken Burns illustrates the personal and political lives of Theodore Roosevelt, Franklin D. Roosevelt and Eleanor Roosevelt. The documentary, which aired this fall, described how Theodore Roosevelt quickly rose up the political ladder to become president. He was well liked for his progressive policies but decided not to run for a second time. After his presidency he involved himself in other interests like conservation but he always regretted that he did not stay in office longer. The film shows how as a young man, Franklin D. Roosevelt had the same ambitions as his cousin. Although they belonged to different political parties, they both worked hard for the people. The film discusses FDR’s battle with polio throughout his entire life. Burns highlights how Eleanor Roosevelt longed to be loved as a child and as an adult wanted to pave her own path. The film illustrates how as First Lady she was involved in many causes and stayed interested in public service till the end of her life.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – moderately complex. Some of the ideas in the film are implicit while others are more subtle.

Language Features – very complex. The documentary uses subject-specific language and complex sentences. Some of the descriptions or quotes are abstract.

Purpose – very complex. Some of the stories are implicit but are later expanded and easier to grasp.

Knowledge Demands – very complex. Someone who is not familiar with presidential politics, political parties or the Roosevelt family would have a difficult time fully understanding all the information contained in this film.

Content Area:

Social Science

Content Area Standards:

California History-Social Science Content Standards

10.8.4 Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

11.9 Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

Curriculum Suggestions:

This documentary could be shown in parts to students depending on the subject they were studying at the moment. The film clearly portrays the Progressive Movement, the Great Depression and World War II so it could easily be broken up this way. Documentaries like this really help students grasp what they have read about in their textbook and are a solid edition to any history lesson.

Subjects/themes:

This film describes the personal and political lives of the Roosevelt family. The themes of the film are: family, democracy, power, the role of women and self-awareness.

Personal Thoughts:

I have always enjoyed the work of Ken Burns. I regard PBS as a trusted source and feel that they did a great job on this documentary. Although some teenagers might find it too long, as a History major I enjoyed learning new things about the Roosevelt family. I could tell that a lot of time and effort went into this film and I am thank that it was created. The photographs, old footage and quotes really added to depth to the film.

Arthur Benjamin: Teach Statistics Before Calculus (media item)

Bibliographic Information: 

Benjamin, A. (2009, February). Arthur Benjamin: Teach statistics before calculus! [Video file]. Retrieved from http://www.ted.com/talks/arthur_benjamin_s_formula_for_changing_math_education#t-165519

Plot Description:

In this engaging TEDTalk, numbers specialist Arthur Benjamin describes to an audience that all math studies should  not build up to Calculus but rather Statistics. He notes that Calculus is important, but that is is not used as much in real life as Statistics. Benjamin says that statistics will help students understand data and that that information might even help our economy avoid periods of economic downfall. Lastly, he notes that it is fun and used in games and gambling. He proposes that Math curriculum become more modern and focus more on probability and statistics.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – slightly complex. The speakers theories are clear and easy to understand.

Language Features – slightly complex. Despite being a discussion about Math, I felt all the language used was common and straightforward. The vocabulary used should be common to the average person. Simple and compound sentences were used.

Purpose – slightly complex. The speaker clearly explained why Math is important and why it should be emphasized more in our curriculum.

Knowledge Demands – moderately complex. The speaker used some subject specific terms but should be known to high school Math students.

Content Area:

Math

Content Area Standards:

California Common Core State Standards – Mathematics

A2.1 Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

M3.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

Curriculum Suggestions:

This would be a great video to show at the beginning of the year to a new group of Probability and Statistics students. Often students need to be told why they are studying something and the impact it will have on their lives. This video does a great job at setting that scene. A Math teacher could take this video a step further and give examples of when one might use probability and statics during their daily activities.

Subjects/themes:

This talk discusses the importance of studying Probability and Statistics. The themes of this talk are: discovery, education and self-reliance.

Personal Thoughts:

Math has never been my best subject but I liked this video because it explained why Math is so necessary and ways it can be used in one’s daily life. I agree with Benjamin that more useful Math concepts should be stressed rather than subjects students do not feel they will have a use for. Considering that Benjamin is a numbers expert I trust that he is sharing accurate information and I was shocked by his comment that changing the focus of our Math curriculum could even have an impact on our economy.

Doris Kearns Goodwin: Lessons from Past Presidents (media item)

Bibliographic Information: 

Kearns Goodwin, D. (2008, February). Doris Kearns Goodwin: Lessons from past presidents. [Video file]. Retrieved from http://www.ted.com/talks/doris_kearns_goodwin_on_learning_from_past_presidents?language=en

Plot Description:

In this TEDTalk, historian Doris Kearns Goodwin describes the character of two presidents she has studied: Abraham Lincoln and Lyndon Johnson. She discusses how Lincoln experienced many personal hardships before he rose to power and became president. He was depressed and did not know if he could go on but did not want to die without having accomplished anything. Kearns Goodwin describes how she worked for President Johnson and got to know him well while writing his memoirs. She discusses some of his amazing achievements such as medicare and civil rights. She notes how she always worried that Johnson was a little too friendly and always brought up her “boyfriend” no matter if she had one at the time or not. Kearns Goodwin also discusses her love of baseball and the influence of her father.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – very complex. Kearns Goodwin discusses various people and moments in history in no particular order.

Language Features – moderately complex. Kearns Goodwin has a wide vocabulary but only a few words are overly academic. Her stories are complex but the humor she adds makes them easier to understand. A variety of sentence types are used.

Purpose – very complex. Her talk discusses lessons from past presidents but there are many other messages as well.

Knowledge Demands – moderately complex. There are both simple and complex subjects discussed in this TEDTalk.

Content Area:

Social Science

Content Area Standards:

California History-Social Science Content Standards

11.1.4 Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

11.11.2 Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

Curriculum Suggestions:

I often work with an AP US History teacher who often organizes Skype chats with public figures. This TedTalk would be a great addition to those Skype chats. Kearns Goodwin is an amazing historian and it is great to hear her first person accounts about Lyndon Johnson. This talk helps students understand the personal sides of both Lincoln and Johnson.

Subjects/themes:

This talk discusses US presidents Lincoln and Johnson. The themes of these talks are: character, compassion, leadership and history.

Personal Thoughts:

I enjoy listening to Doris Kearns Goodwin when she often speaks on the Sunday morning news shows. She is a respected historian and a great storyteller. In this TEDTalk she shares some amazing little known stories about both Lincoln, Johnson and her family. A TEDTalk like this would really get student’s attention because it combines humor with history.

Estelle Laughlin: The Warsaw Ghetto Uprising Podcast (media item)

Bibliographic Information: 

Laughlin, E. (2010, August 11). Estelle Laughlin: The Warsaw ghetto uprising. Retrieved from http://www.ushmm.org/information/museum-programs-and-calendar/first-person-program/first-person-podcast/estelle-laughlin-the-warsaw-ghetto-uprising

Plot Description:

In this podcast, Holocaust survivor, Estelle Laughlin recounts what it was like to live and fight in the Warsaw ghettos. Laughlin describes how on April 19, 1943, German soldiers stormed the Ghetto but were met with resistance fighters. Laughlin recalls how the resistance fighters built bunkers in preparation of an attack by German soldiers. The speaker describes her fears during the raid and how the fighters were not well armed or even fed, but they made due with what they had to create their own weapons. Despite the heroic protection that the resistance fighters provided, eventually Laughlin and her family were captured.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – slightly complex. This story is clearly described and stated in chronological order.

Language Features – moderately complex. Students studying the holocaust should not have a problem understanding terms like ghetto, which are used in this recording. The vocabulary is clear and not overly academic. A variety of sentence types are used.

Purpose – moderately complex. The speaker does not specifically state why the Jewish people were in the ghetto and why it was attacked but one can imply the meaning.

Knowledge Demands – moderately complex. This story includes some discipline-specific content knowledge, but since most high school students have studied the Holocaust before, this should not be a problem.

Content Area:

Social Science

Content Area Standards:

California History-Social Science Content Standards

10.8.5 Analyze the Nazi policy of pursuing radical purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

10.8.6 Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

Curriculum Suggestions:

I work with many students who study the Holocaust. These podcasts from the United States Holocaust Memorial Museum are critical to preserving history. I would have students listen to these podcasts so that they can get a first person account from actual survivors. Listening to their accents and hearing the emotion in their voices is something that one cannot experience from reading a text.

Subjects/themes:

This sources describes the Jewish ghettos in Warsaw during World War II. The themes of this source are: war, death, courage and heroism.

Personal Thoughts:

I appreciate all the information on the United States Holocaust Memorial Museum website and try to encourage my students to use this trusted source. The fact that survivor stories are being recorded and shared with the public is truly remarkable. These survivors are getting older so it is important for students to be able to hear their stories in other formats. It is remarkable how vivid the memories still are for the speaker, 60 years later.

Occupational Outlook Handbook: Bakers (media item)

Bibliographic Information: 

Occupational Outlook Handbook: Bakers. (2014, January 8). Retrieved from http://www.bls.gov/ooh/production/bakers.htm

Plot Description:

This website, produced by the United States Bureau of Labor Statistics, describes the occupational outlook of Bakers. It describes how the purpose of bakers is to “make breads, pastries, and other baked goods.” Most work in a commercial facility, market or restaurant. The hours vary from mornings to evenings and could involve weekend and holiday work. The website discusses how it is recommend that bakers go through a training program to learn the needed skills. It is important for bakers to be detail oriented, have basic math skills, can stand on their feet and lift heavy things. There is expected growth in the field until 2022, especially for those with the most experience.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – slightly complex. The website is clearly organized with headings and tabs.

Language Features – moderately complex. Most of the information on the website is explicit and easy to understand. The vocabulary is contemporary. Some of it relates to the baking field or careers in general. There are mainly simple but some compound sentences.

Purpose – slightly complex. It is clear that the purpose of this website is to inform viewers about the baking industry.

Knowledge Demands – moderately complex. Most, but not all, of the subject mater should be familiar to high school students.

Content Area:

Culinary Arts

Content Area Standards:

California Career Technical Education Model Curriculum Standards

3.1 Identify personal interests, aptitudes, information, and skills necessary for informed career decision making.

3.4 Research the scope of career opportunities available and the requirements for education, training, certification and licensure.

Curriculum Suggestions:

I work with students in a foods and nutrition class when their are researching careers in the industry. It is required that all students use this cite as one of their main sources of information. The students research the career and then create a PowerPoint presentation to show to the class. This site is not only a trusted source, but it covers many of the requirements for the assignment and is easy to navigate.

Subjects/themes:

This site discusses the job outlook for bakers. The themes included are: career planning, job growth and employment skills.

Personal Thoughts:

I really enjoy working with a variety of classes and I am glad that the culinary arts teacher assigns this research project. This site is great for students who are interested in a particular field. I also attend the class presentations and feel like the students get a good overview of their career by the time they are done with the project. Sometimes the teacher even invites me to the classroom after the students have completed a cooking project which is a big treat. I am not sure how many schools offer these types of class but I am glad mine does.

The America Ben Franklin Saw (media item)

Bibliographic Information: 

Isaacson, W. (2012, November 21). The America Ben Franklin saw. Retrieved from http://www.washingtonpost.com/opinions/walter-isaacson-the-america-ben-franklin-saw/2012/11/21/8094bfca-3411-11e2-bfd5-e202b6d7b501_print.html

Plot Description:

This story sheds light on one of America’s founding fathers: Benjamin Franklin. The author discusses his view for American and how many of his ideas are still embraced today. It is noted that Franklin wanted America to be a land of opportunity for all. Franklin’s early work as a printer and his idea that the middle class should be the strength of America. His early civic work is described through his involvement in The Leather Apron Club which helped rally for health insurance, libraries, hospitals, volunteer firefighters and a postal system. The author notes that Franklin stood for things like the working class and the acceptance of other religions, two topics still very important to Americans today.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – moderately complex. The author makes connections between themes from the past and how they are related to the present.

Language Features – moderately complex. The vocabulary should be familiar to a high school student, especially one studying government or history. The ideas are explicit and fairly easy to understand. There are a variety of sentence types in this article.

Purpose – moderately complex. The purpose behind this article is fairly easy to understand. It is clear that the story is about Franklin’s view on America however, not all the examples are predictable.

Knowledge Demands – moderately complex. The subject matter is specific to the subject of social science but also includes common themes and topics.

Content Area:

Social Science

Content Area Standards:

California History-Social Science Content Standards

11.1.2 Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

12.1.4 Explain how the Founding Fathers’ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed as articulated in the Federalist Papers.

Curriculum Suggestions:

I work with an AP US History class when they research for their debate, “Who was the greatest founding father.” The students are split into groups and  have to find evidence to support their claim. I provide many resources for the students and try to point them in the right direction. I like this article because it comment’s on Franklin’s impact in the past and present.

Subjects/themes:

This article is about the impact of Benjamin Franklin on our nation’s history. The themes in this article are: power, democracy, wealth and government.

Personal Thoughts:

This article is engaging for students because it talks about the human side of Benjamin Franklin. It is not overly academic but instead includes information that most students would be able to understand and relate to. The article seems like a fair assessment of both the man and his impact. It is important that students study the early leaders of our nation so that they know about the foundations of our laws and principles.

Afghanistan: A History of Occupation (media item)

Bibliographic Information: 

Afghanistan: A history of occupation. (2010, November 26). Retrieved from http://www.telegraph.co.uk/news/worldnews/asia/afghanistan/8162559/Afghanistan-a-history-of-occupation.html

Plot Description:

This article includes a timeline that shows the history of Afghanistan as an occupied country. The article covers over 2,000 years of history and demonstrates how Afghanistan has been invaded and controlled by countries such as: the Soviet Union, Britain and Ancient Greece. The information from the last 20 years is interesting since it shows that in 1980 the United States helped arm the Mujahideen, many of which later became part of the Taliban. The timeline also highlights the fact that Afghanistan has had a turbulent history that has not included many opportunities for the people to establish their own country with their own rules and government.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – moderately complex. This article includes organized information that is in chronological order.

Language Features – slightly complex. There is little language used in this timeline. It is brief and straightforward. Besides the names of ancient leaders, most of the words should be easy to understand. Simple sentence are used.

Purpose – slightly complex. The purpose of this timeline is clearly stated. It includes dates that show when and by whom Afghanistan was occupied.

Knowledge Demands – moderately complex. Some of the information in this timeline is subject-specific and students who have not yet learned about imperialism might struggle to understand why Afghanistan was occupied so many times.

Content Area:

English Language Arts & Social Science

Content Area Standards:

CCSS Reading Standards for Informational Text 6-12

11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

California History-Social Science Content Standards

10.9.7 Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and grown resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.

Curriculum Suggestions:

At my school the 12^th graders read The Kite Runner and create a presentation about some aspect of Afghanistan: its history, religion, customs, people, etc. I show this source to the students so that they can better understand some reasons why Afghanistan has become what it has today. Many are shocked that years ago we were actually helping the afghan people, only to have them turn their backs on us on 9/11.

Subjects/themes:

This source shows the history of Afghanistan over the last 2,000 years. The themes of the book are: imperialism, power and nationalism.

Personal Thoughts:

I did not realize the extent of Afghanistan’s occupation until I found this timeline. It is horrible than an ancient country with its own rich history and culture has been occupied by invading nations for so many years. This timeline helps show why Afghanistan has had such an unstable government over the last few years. I think it is important for anyone studying Afghanistan to understand its past in order to better understand its present situation.

American Dream Faces Harsh New Reality (media item)

Bibliographic Information: 

Shapiro, A. (2012, May 29). American dream faces harsh new reality. Retrieved from http://www.npr.org/2012/05/29/153513153/american-dream-faces-harsh-new-reality

Plot Description:

This NPR article describes the topic of the American Dream. Important to Americans for many years but widely publicized during the 1950’s, this article discusses the idea that if one works hard they can afford things like a car and home. Compared to those in other countries, Americans believe that anyone has the opportunity to succeed, despite their economic situation at birth. The article also notes that because of the economic depression that started in 2008, less people today are able to achieve the American Dream, no matter how hard they try. Buying a home and traveling overseas have now become a luxury that those of the middle class can no longer afford.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – moderately complex. There are connections between events and ideas.

Language Features – moderately complex. The language used is clear, easy to understand and not overly academic. There are simple, compound and complex sentences.

Purpose – moderately complex. The quotes and data in this source make the purpose easy to understand.

Knowledge Demands – slightly complex. The idea of the American Dream is s common idea that most can relate to.

Content Area:

English Language Arts & Social Science

Content Area Standards:

CCSS Reading Standards for Informational Text 6-12

9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.3 Analyze how the author unfolds an analysis or series of ideas of events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Curriculum Suggestions:

I use this article when working with students studying Of Mice and Men.  One of the topics they analyze is the American Dream so this article puts that subject into a modern context and helps them understand it better. The kids learn that just as it was a somewhat unreachable dream during the depression of the 1930’s, it has also been difficult for people to achieve recently.

Subjects/themes:

This article is about achieving the American Dream which includes having things like a car and home. The themes of the article include: capitalism, dreams and fulfillment.

Personal Thoughts:

I can relate to this article because despite the fact that my husband and I have a college education and good jobs, we had to get help from our parents and move to a more affordable area in order to buy our first home. This did not occur until our early 30’s. Much has changed from the days where any middle class couple could buy a home in their 20’s with only one salary. Unfortunately salaries cannot compete with the price of an average home today.

Who’s Biggest? The 100 Most Significant Figures in History (media item)

Bibliographic Information: 

Skiena, S. & Ward, C. B. (2013, December 10). Who’s biggest? The 100 most significant figures in history. Retrieved from http://ideas.time.com/2013/12/10/whos-biggest-the-100-most-significant-figures-in-history/

Plot Description:

This Time magazine article discusses the ranking of the 100 biggest leaders according to data-driven results. The article describes how algorithms were used to create the list of 100 biggest leaders. The authors also compared the results of 100 biggest leaders to the leaders that have been granted the title of “Person of the Year” which Time has been awarding since 1927. The list includes modern and ancient figures such as: John Locke, Harry S. Truman, Plato, Theodore Roosevelt and Napoleon. The list is dominated by men and many of the figures like Adolf Hitler and Christopher Columbus are considered controversial.

Quantitative Reading Level:

Interest Level: grades 9-12

Qualitative Reading Analysis:

Text Structure – very complex. This list is not in any type of chronological order.

Language Features – moderately complex. The article could have benefited from more details about how the list was created. This made the article more complex. The vocabulary used is contemporary. The article includes a variety of sentence types.

Purpose – moderately complex. The purpose of the article, to put leaders in an order based on their greatness, is implied.

Knowledge Demands – moderately complex. Most students should be familiar with the majority of the leaders listed. Some of the older ones may be unfamiliar.

Content Area:

English Language Arts & Social Science

Content Area Standards:

CCSS Reading Standards for Informational Text 6-12

11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

California History-Social Science Content Standards

10.8 Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

Curriculum Suggestions:

I showed this article to a Leadership class who was creating a presentation about a figure that they considered as an effective leader. This list gave the students a variety of examples to help them eventually pick their figure. I liked the assignment, especially for a group of future leaders and felt that the kids needed some older examples to help them think out of the box.

Subjects/themes:

This article and list shows some of the biggest leaders throughout history. The themes included are: character, power and leadership.

Personal Thoughts:

I thought the list of the 100 biggest leaders by Time magazine was fascinating. Many of the top leaders I did not agree with but this is common when any type of specific list like this is created. I would be curious to know more about the data used to create this list. I wonder how the list might change if people were polled randomly. I am guessing that more modern and female figures would be featured.