Leadership in Biography

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Leadership in Biography

Description and purpose of the LEADERSHIP IN BIOGRAPHY learning and activities series offered through The Lights of Honor International and its sister cities learning network organization.

  1. Each Chapter will be set up through their school, church, organization or institution
  2. Chapters will be autonomous from each other and collectively monitored and governed by LHI.
  3. Names for each chapter will follow at end as: LHI Leadership in Biography – Chapter _______________
  4. Chapter can create their own name, mascot, logo, colors, song, etc. to represent their locale.
  5. Chapter members will submit in writing four (4) short stories from topics they choose of people, products or businesses in their area demonstrating leadership. These may be from the past or present, and should show how the future is more positive because of them.
  6. In conjunction with the four stories Chapter members will equally submit in writing articles and research they have determined parallels the theme of their four stories, so that a teacher and his or her class can likewise write a biography and submit to LHI if they like their class project.
  7. Chapters may petition LHI to supply their Chapter guest speakers or props related to their topic.
  8. Official leadership positions within each Chapter (with their optional internal committees) are:
    1. Moderator (adult):
      1. Advisor to Chapter.
      2. Proofread all materials for content
    2. Chair (student):
      1. Contact representative to LHI Board of Directors
      2. Dispenser of funds and supplies; budgetary advocate
      3. Spokesperson for Chapter to outside Chapters and groups; web profile page
    3. Secretary (student):
      1. Liaison for school/institute administration and student body
      2. Organizes Chapter meeting ; deadlines; edu-walk neighborhood tours
      3. Sets agenda and structure; records minutes; lists members
    4. Editor (student):
      1. Lays out project for writing, research, interviewing; w/balanced lead-ins to STEM topics (Science, Technology, Engineering and Math) & Continuing Ed.
      2. Investigate outside Sister Cities topics & personnel
      3. Presents finished lesson stories; creates topic questions and displays results; offers web links & data survey questionnaire; edits Chapter website
  • The hoped-for result of this program is to allow the student to learn both within the classroom and from their computer, and to do so with caring parents and teachers who can fill-in for the student/child context on how times are different in some cases, but exactly the same in others.
  • The three-fold approach to this leadership development program is to invite students to A.) Learn Something about the subject matter, B.) Physically Go to the museum or place of interest to meet those “in the know”, and C.) Further Investigate what they had just experienced by reading more of “what they’d missed” available to them at a library, educational website, etc.
  • Utilizing “relatability” when it comes to facing difficult decisions is a key empathic feature LHI offers students as she/he walks in the steps of ‘other’, illuminating biases & misplaced priorities.