WLC –
Companion
Guide 2014
Washington Leadership Conference (WLC) is an inspirational
experience for thousands of students and in an effort to share the
knowledge and excitement discovered at the conference, the contents
of this companion guide should be facilitated by members who have
participated in WLC. Student leaders can guide fellow chapter
members through various activities in an effort to “live out” their
conference experience and make an impact starting at the chapter
level.
A Chapter’s
guide to
incorporating
WLC at the
local level
Rev. 06/10/2014
2014 Curriculum Companion Guide
ACTIVITY FOCUS: CITIZENSHIP
Citizenship: It all starts with me. The Constitution of the United States was built on
the power of individual people. We each have the liberty to be ourselves, speak for
things we believe in, worship how we desire, commit to ventures we’re passionate
about. We must first have an understanding of ourselves because without it, it’s
hard to move beyond you to others. We are all unique. We all have things to offer.
We all can help teams in unique ways. As citizens we have passions, values,
people, places and beliefs that this world needs.
CHAPTER MEETING ACTIVITY
“All hands in:”Similar to the activity at WLC where you were asked to list 10-20
words that define citizenship, ask members in your chapter to do the same as
individuals by listing five words that define citizenship on the Appendix 1 hand.
Once fellow members have finished their hands, discuss as a group, cut out the
hands and display them all together as a symbol that true citizenship requires all
hands in!
nce fellow members have completed the activity, have them look around the
O
room and answer the following questions:
•• What themes do you see around the room?
•• Why is the topic of citizenship so important?
LIVING TO SERVE PLAN (LTSP)
“Reaching out:” Now that fellow members know or are reminded of the
importance of citizenship, help them start their journey in creating their own Living
to Serve Plan (LTSP). Encourage members to bring citizenship to life and “reach
out” to impact the community. “Reaching out” (Appendix 2) will outline a LTSP and
will encourage members to start brainstorming community needs to complete
Step 1 of the LTSP.
efore distributing the handouts, show your fellow members your LTSP from WLC
B
and share success stories that were told during WLC (follow the link for more
stories https://www.ffa.org/Events/Conferences/WLC/Pages/WLC-Living-to-ServeProjects.aspx)
•• Distribute the “Reaching out” activity sheet and go over the steps of an LTSP.
Encourage fellow members to start identifying and writing community needs
•• Share LTSP plans, stories featured on ffa.org and shared at WLC
“Do what you can, with what
you have, where you are.”
– Theodore Roosevelt
VIDEOS
“What does Citizenship mean to
you?” https://www.youtube.com/
watch?v=7UKeIJZgQmc
(This video shares people’s thoughts and
opinions on citizenship and showcases
the initiatives implemented by past U.S.
presidents in regards to service and
volunteerism).
NOTE TO STUDENT LEADER(S)
Think back to your WLC experience during
some of the first sessions and how you
started your journey to become a part of
something bigger than yourself:
1.You defined citizenship
2.You determined your expectations at the
conference
3.You learned about what a Living to Serve
plan is and how it relates to you.
As a result, help your fellow chapter
members to understand themselves and how
they “fit” in with applying citizenship all of
their lives. You know how, now teach them!
NOTE TO ADVISOR
During the first and second sessions of WLC,
students participated in activities with the
following objectives:
•• Define Citizenship
•• Identify at least three expectations of WLC
•• Explain what a “Living to Serve Plan”
includes
STANDARDS:
Common Core:
CCSS.ELA-Literacy.W.9-10.10Write routinely over
extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.9-10.1Initiate and participate
effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
AFNR: CS.01:Premier Leadership: Acquire the skills
necessary to positively influence others.
NASDCTEc-AFNR: AGC02.01 Use oral and written
communication skills in creating, expressing and
interpreting information and ideas including technical
terminology to communicate technical information within
AFNR.
Appendices: 1 All Hands In, 2 Reaching Out
Rev. 06/10/2014
Appendix 1-All Hands In
Aligned to the following standards: W.9-10.10, CS.01, AGC02.01
Rev. 06/10/2014
Appendix 2-Reaching Out
Aligned to the following standards: SL.9-10.1, CS.01, AGC02.01
Living to Serve Plans (LTSP)
Step 1
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What are the needs in our community?
Rev. 06/10/2014
2014 Curriculum Companion Guide
ACTIVITY FOCUS: PURPOSE
Purpose: Our strengths move us toward our purpose. We all have
a purpose and no matter our position or title in life, we all have
strengths that help us accomplish our duties. Identifying strengths
helps us grow as a person and to feel confident when trying new
things. Additionally, when we continuously build our strengths, and
recognize the differences between passions and strengths we are
able to strategically drive our purpose in life, similar to other great
leaders who have gone before us: George Washington, Abraham
Lincoln, and Dr. Martin Luther King Jr., just to name a few.
CHAPTER MEETING ACTIVITY
“Dash Activity:” Linda Ellis wrote a poem that can be summarized
with the fact that someone’s life is summed up in the form of a
“dash.” Thinking about the inspiration you felt from great leaders
while in WLC, help other FFA members think about and remember
the importance of great leaders’ lives. Using Appendix 3, discuss the
significant lives lived by U.S. leaders along with the significance of
everyone’s lives within your chapter.
Processing Questions:
•• What about these leaders’ strengths, purpose and passions
made them influential?
•• How did these people use their passions to make a difference?
LIVING TO SERVE PLAN (LTSP)
“Purposeful Peeps Activity:” Before moving on with the LTSP,
members must be able to establish their strengths, passions and
purpose just like you did during WLC. Guide them through this
activity, so they can start to think about ways in which they can
contribute to others.
Processing Questions
•• Why is it so important to understand our strengths, passions and
purpose before taking action?
•• Will our strengths, passions and purpose ever change? Why or
why not?
“In the end, it’s not the years in your life
that count. It’s the life in your years.”
–Abraham Lincoln
“As we express our gratitude, we must
never forget that the highest appreciation is
not to utter words, but to live by them.”
–John F. Kennedy
VIDEOS
“Does having a sense of purpose make achieving
success more…”- Dalai Lama https://www.youtube.com/
watch?v=FBTUYHA7-KU
NOTE TO STUDENT LEADER(S)
Remember the feelings you had when visiting Arlington
National Cemetery? Think about the graves you saw
of many great leaders who have gone before us. They
all had great strengths and passions that moved them
toward fulfilling a purpose much bigger than them. Help
your fellow FFA members to define their strengths while
seeking to fulfill their purpose in life.
NOTE TO ADVISOR
During the third session at WLC, students visited Arlington
Cemetery and were immersed in individual reflection time
where they were reminded of individuals who possessed
strengths, purpose and action. In order to personalize and
further apply the experience during the fourth and fifth
sessions, students participated in activities where they
focused on the following objectives:
•• Describe strengths
•• Identify six personal strengths
•• Combine passions and strengths
•• Share their personal strengths using their strengths box
•• Define your purpose
•• Identify four needs
•• Identify needs
•• Identify people in history who lived their purpose and
met needs
STANDARDS
Common Core: CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent
writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to
examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis
of content.
AFNR: CS.03. Career Success: Demonstrate those qualities, attributes
and skills necessary to succeed in, or further prepare for, a chosen career
while effectively contributing to society.
NASDCTEc-AFNR: AGC08.01 Demonstrate workplace ethics specific to
AFNR occupations in order to reflect effective stewardship of resources.
Appendices3 Dash Activity 4 Purposeful Peeps
Rev. 06/10/2014
Appendix 3-Dash Activity
Aligned to the following standards: W.9-10.4, CS.03, AGC08.01
“So, when your eulogy is being read,
with your life’s actions to rehash…
would you be proud of the things they say
about how you spent YOUR dash?”
-Linda Ellis These amazing leaders lived a life full of
strengths, passion, and purpose. List some of
the great things they did or represented in
their “dash.”
What do YOU want to accomplish in YOUR
dash?
Rev. 06/10/2014
Appendix 4-Purposeful Peeps
Aligned to the following standards: W.9-10.2, CS.03, AGC08.01
Living to Serve Plan (LTSP)
Part 2
I am good at…
ive the
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Step 5: B
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Step 6: P
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:
7
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Ste
ources
entify res
Step 8: Id
action
ommit to
Step 9: C
My special skills and talents are…
I am most passionate about…
My purpose is…
“It’s no good to notice what’s needed without doing
something about it.”
The needs of those around me are…
Rev. 06/10/2014
2014 Curriculum Companion Guide
ACTIVITY FOCUS: DIVERSITY
Diversity: People have and always will have different opinions,
come from different places, look different, talk different, sound
different, think different and make different choices. Our differences
unite us through the appreciation of diversity. Concentrating on the
unique qualities that each person brings to the table is imperative to
growth and success.
CHAPTER MEETING ACTIVITY
“Diversity is Like a Pizza:” To help fellow chapter members
understand the importance of diversity, use Appendix 5 to start the
conversation that, “good things happen when the diversity of pizza
ingredients comes together.” Think about it, all the ingredients to a
pizza are so different or diverse, but when they come together; one
of the most well-loved foods is made available! From that thought,
guide members into thinking about how to apply the need for
diversity within the chapter and nationally.
Processing Questions
•• How does diversity involve more than just a person’s race?
•• Why is diversity important to all parts of life?
“We Are FFA:” Have members transfer their answers to “We Are
FFA because” from Appendix 5 onto Appendix 6, take their pictures
with them holding the sign, and start a.m.ral within your classroom
to promote the appreciation and support of diversity. Additionally,
choose a diversity quote from your community wall to add to
the mural.
LIVING TO SERVE PLAN (LTSP)
“Targets and Times:”In order to help chapter members establish
goals and timelines for their LTSP, similar to your process at WLC,
help them to think about how diversity will help their plan, establish
SMART goals, and set up a timeline. Help them keep in mind that,
“This plan does not have to save the world. This is the start of life
service. This is a plan to start taking action.”
“Do what we can, with what we have,
where we are.”
“We Need People!”
“Diversity is everywhere-even if
we don’t see it.”
“Diversity is more than race.”
VIDEOS
“Farmers Fight-Stand Up” https://www.youtube.com/
watch?v=yFoGib8AfZo
NOTE TO STUDENT LEADER(S)
Do you remember answering all those questions about
yourselves? While some were silly, there were some
personal answers you also shared in regards to your
opinion on diversity. Also, think about the quote mural
your community group made that was added to the “WLC
Diversity Exhibit” along with your own picture and the
response you wrote on the large chalk talk. You were able
to experience the powerful impact that comes with an
appreciation of diversity, now it’s your turn to transfer that
impact into the lives of your fellow chapter members.
NOTE TO ADVISOR
During Sessions 6-8, students learned that diversity is
much more than race. Students participated in the “WLC
Diversity Exhibit” by contributing to quote murals, viewing
their photos posted in the “faces exhibit,” and responding
via chalk talk to the question prompt, “Agriculture needs
diversity because…” Students were immersed in a powerful
segment of the importance of diversity and inclusion of
others utilizing the following objectives:
•• Identify similarities and differences among those at WLC
•• Define diversity
•• Explain the importance of diversity
•• Develop goals for LTSP
•• Discuss how diversity could benefit LTSP
•• Discuss diversity quot
•• Create diversity mural
•• Define race
•• Explain the important role diversity plays in agriculture
•• Share personal philosophies of diversity
STANDARDS
Common Core: CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate
effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9-10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and
persuasively.
AFNR: CS.01: Premier Leadership: Acquire the skills necessary to positively
influence others.
NASDCTEc-AFNR: AGC02.01 Use oral and written communication skills
in creating, expressing and interpreting information and ideas including
technical terminology to communicate technical information within AFNR.
Appendices 5 Diversity is Like a Pizza 6 We Are FFA
Rev. 06/10/2014
Appendix 5-Diversity is Like a Pizza
Aligned to the following standards: SL.9-10.1, CS.01, AGC02.01
“Good things happen when the diversity of pizza ingredients comes together.”
Exp
lai
wa
n ho
piz
pr
za re
e
e
s div
se nt
.
rsity
Why does a
griculture n
eed diversit
y?
Why does our FFA chapter need diversity?
Now, think BIG picture. Think about the diversity of ALL of the FFA members across the United States , how
we all wear the blue jacket, and come together for premier leadership, personal growth and career success.
Answer the question below:
We Are FFA because
____________________________________________________________________________________
Rev. 06/10/2014
Appendix 6-We Are FFA
Aligned to the following standards: SL.9-10.1, CS.01, AGC02.01
We Are FFA because…
______________________________________________________________________________________________________________________
Rev. 06/10/2014
Appendix 7-Targets and Times
Aligned to the following standards: SL.9-10.1, CS.01, AGC02.01
Living to Serve Plan (LTSP)
Parts 3-5
How will m
ive
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Step 9: C
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iversity?
the
Develop Goals for your LTSP using the SMART goals:
A. Specific: explicitly set forth; definite. Goals must be specific. If goals are set
and are not specific, it is impossible to judge whether we reach them or not.
Example of unspecific goal: I will exercise more. Example of specific goal: I will
exercise 20 minutes three times a week.
B. Measurable: can be measured or calculated. Goals must be measurable.
Measurable goals will help you evaluate your progress and measure your success.
Example of an immeasurable goal: I will meet new people. Example of a
measurable goal: I will attend four activities each month and connect with one new
person.
C. Approved by you: considered and consented to by you. Your goals must be set
and approved by you. If you set your own goals, your chance of success will
increase. Example: Improving your test scores because you want to rather than
because your teachers want you to.
D. Realistic: >tending to or expressing an awareness of things as they really are.
Goals must be realistic. Setting goals you have the potential to achieve will help
you follow through. Example: I will run a marathon next week with no training
versus I will run a marathon after six months of vigorous training.
E. Time-stamped: established within a time frame. Goals have to have a time
stamp. By setting and writing your deadlines down, you will start to live your
goals. Example: I will visit my grandmother versus I will visit my grandmother by
the end of the week
My LTSP Goals are:
My LTSP timeline is:
Rev. 06/10/2014
2014 Curriculum Companion Guide
ACTIVITY FOCUS: ADVOCACY
Advocacy: Advocacy is defined as: the act of pleading for, supporting
or recommending. Advocacy is key to being an engaged citizen as we
are all called to be advocates-called to stand up for something.
CHAPTER MEETING ACTIVITY
“Advocate!:” In order to personalize the advocacy process, have
fellow members advocate for their favorite restaurant because often
times, we are all very passionate about where we like to eat! Once
members have presented their information and reviewed the process;
discuss the following as a group:
Processing Questions
•• What qualities are needed to be an effective advocate?
•• How do you plan to overcome challenges when advocating?
ow, assign or allow members to choose an agricultural topic of which
N
they would like to advocate. Instruct them to go through the same
process and don’t forget to share tips you learned at WLC!
Processing Questions
•• Who is someone in our community that could help us advocate
for issues of which we are passionate?
•• What are some potential barriers to completing our LTSP?
•• How does this relate to life in general?
LIVING TO SERVE PLAN (LTSP)
“Build it:” Guide members through steps 5-8 of their LTSP by
relating the importance of advocacy to the plan, the need to get others
involved, the need for thinking through potential challenges, and
creating a resource list.
“Commit:” Encourage members to commit to their LTSP by signing
their name to Appendix 9. Keep these commitments visible as they will
serve as a reminder to what needs to be completed. Also, show others
the commitment you made to your LTSP during WLC.
“Today is all about freedom of speech
and advocacy—taking action and
being engaged.”
VIDEOS
“Eliminating food Deserts in America”
http://www.youtube.com/watch?v=8My-iWjTBQ8
NOTE TO STUDENT LEADER(S)
Remember your journey to the Newseum and the
great examples and reminders of the power of our
first amendment right to speak our mind? You also
learned characteristics of an advocate, different types
of advocacy (extremist vs. passive), current agricultural
issues for advocacy (food deserts), steps to developing
an advocacy plan, persuasive communication tips, and
finally learned how to listen to needs, take action and
commit to service through the balloon exchange activity.
NOTE TO ADVISOR
Students visited the Newseum before Session 9; which
was built to facilitate itself and was named the most
interactive and best museum in D.C. in 2011. Prior to
attending the Newseum, context was set for students
to “explain the power of our first amendment right to
speak our mind.” Sessions 9-11 were spent processing
the information students learned at the Newseum with
lessons on the different types of advocates, how to
serve as an advocate, current advocacy issues and how
to take action. The following objectives were utilized:
•• Classify various types of advocacy on a continuum
from extremist to passive
•• Describe the importance of our right to
speak •• Define advocacy
•• Provide examples of advocacy in agriculture
•• Discuss ways to advocate for their LTSP
•• Build a team of people to assist with their
LTSP
•• Identify four obstacles that may hinder your LTSP
•• Think through how you may combat those
obstacles
•• Identify five resources to make your plan happen
•• Listen to needs
•• Take action
•• Identify a common approach to service
STANDARDS
Common Core: CCSS.ELA-Literacy.SL.9-10.4 Present information,
findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience,
and task.
AFNR: CS.05. Performance Element: Systems: Identify how key
organizational structures and processes affect organizational
performance and the quality of products and services.
NASDCTEc-AFNR: AGC05.02 Identify how key organizational systems
affect organizational performance and the quality of products and
services to demonstrate an understanding of how AFNR systems are
managed and improved.
Appendices 7 Advocate! 8 Build it 9 Commit
Rev. 06/10/2014
Appendix 7-Advocate!
Aligned to the following standards: SL.9-10.4, CS.01.05, AGC05.02
Directions: Practice advocating for a topic by planning, presenting, and then reviewing. For Part
1, advocate for your favorite restaurant. Answer all the questions in column one, present the
information, and then review the outcome. For Part 2, apply the same skills and advocate for a
topic in agriculture using the similar process: Gather information, present, and review.
Questions to ask
Part 1
Part 2
yourself
Favorite Restaurant
Agriculture Topic
What is my desired outcome
or the purpose of this
conversation?
What information should I
know and where will I get the
facts?
Who will I be trying to
influence?
Who could help me achieve
my desired outcome?
Who will be against me as I
try to achieve my desired
purpose?
Will any resources help me to
build my case?
Review after you’ve presented or discussed your topic:
Questions
to
ask
Part 1
yourself
Favorite Restaurant
How well did I achieve my
purpose?
Part 2
Agriculture Topic
What changes should I make
to better achieve my purpose
in the future?
Circle the skills you need whenever advocating for any topic:
Focus
Knowledge
Telling stories
Staying positive
Being forceful
Defensive language
Be proactive
Confidence
Patience
Dedication
Frustration
Yelling
Rev. 06/10/2014
Appendix 8-Build it
Aligned to the following standards: SL.9-10.4, CS.01.05, AGC05.02
Living to Serve Plan (LTSP)
Parts 5-8
hoose a
Step 1: C n
la
the LTS p
need that
w ill drive
eed to
ect your n
n
n
o
C
:
2
Step
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Step 3: D
evelop go
Step 4: C
y o ur
als
reate a ti
Step 5: B
Effective advocates use the help from others. Build your LTSP
“Dream Team” by identifying who and how others will help
you to bring your plan to life.
Who
How
________________
______________________________
________________
______________________________
________________
______________________________
________________
______________________________
________________
______________________________
________________
______________________________
________________
______________________________
meline
How will I advocate for my LTSP plan? (Remember the steps
you took when advocating for your favorite restaurant and
agricultural topic):
m
uild a tea
Step 6: P
lan to adv
repare fo
Step 7: P
Step 8: Id
ocate
s
r obstacle
o
entify res
om
Step 9: C
urces
on
mit to acti
The biggest challenges I might face with my LTSP are:
My Resources
What I need
How much $
Figu
re o
u
will
need t w hat
you
to
LTS bring y
our
P to
life
Where do I get it?
Rev. 06/10/2014
Appendix 9-Commit
Aligned to the following standards: SL.9-10.4, CS.01.05, AGC05.02
Living to Serve Plan (LTSP)
Part 9
will
t
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:
1
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pose
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eline
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Step 7: P
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Step 8: Id
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m
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Step 9: C
I commit
to action o
n my LTS
P:
________
__
Signature ________________
_
Rev. 06/10/2014