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Mary Schrieber – Why Are We Here


Lesson Plans & Curriculum
High School
60 minutes

This FFA lesson plan, “Why Are We Here?”, centers on the retiring address of 2024-25 National FFA Central Region Vice President Mary Schrieber, who explores the deeper meaning of why FFA members are here through the concepts of belief, belonging, and brotherhood. Students watch the video, complete a worksheet, participate in a team-building structure challenge with assigned roles, and reflect on how relationships and inclusion support teamwork and leadership.

At a glance

Learning objectives
  • Identify how belief and belonging contribute to teamwork and leadership.
  • Analyze how relationships influence personal growth.
  • Apply the concept of brotherhood to real-life situations.
Time required
60 minutes
Grade level
Grades 9 and 10
Materials
  • A copy of the "Why Are We Here?" worksheet for each student
  • A copy of the "Appendix 1: Building Belonging" handout for each student group
  • A copy of the "Appendix 2: Building Brotherhood" handout for each student group
  • Internet access to play the video in real time or embed it in a PowerPoint ahead of time
  • 15 marshmallows or small cups, 10-15 toothpicks or uncooked spaghetti noodles and string or tape
Vocabulary
Belief; Belonging; Brotherhood
Cross-Curricular Connections
English/Language Arts – Identify key ideas and themes. Analyze abstract concepts.
Partnership for 21st Century Skills
Collaboration; Communication; Initiative and Self-Direction; Productivity and Accountability; Think Creatively
Description of Lesson
In her retiring address, 2024-25 National FFA Central Region Vice President Mary Schrieber shares the deeper meaning behind the question of why FFA members are here.

Downloads & Links

Lesson plan

Worksheet

Other

Aligned Standards

AFNR Career Ready Practices

  • CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.

Common Core – Speaking and Listening

  • CCSS.ELA-Literacy.SL.9-10.4Present 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.
  • CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Common Core – Writing

  • CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing the development, organization, and style are appropriate to task, purpose, and audience.

Personal Growth

Premier Leadership

Also aligns to

Derived from the FFA Standards Matrix crosswalk for this resource’s aligned standards.

Common Core — Reading

  • CCSS.ELA-LITERACY.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RI.9-10.2Determine 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.
  • CCSS.ELA-LITERACY.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.
  • CCSS.ELA-LITERACY.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
  • CCSS.ELA-LITERACY.RI.9-10.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • CCSS.ELA-LITERACY.RI.9-10.7Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
  • CCSS.ELA-LITERACY.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Common Core — Writing

  • CCSS.ELA-LITERACY.W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
  • CCSS.ELA-LITERACY.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • CCSS.ELA-LITERACY.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.
  • CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
  • CCSS.ELA-LITERACY.W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • CCSS.ELA-LITERACY.W.9-10.6Use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
  • CCSS.ELA-LITERACY.W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • CCSS.ELA-LITERACY.W.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • CCSS.ELA-LITERACY.W.9-12.9Draw evidence from literary or informational texts to support analysis, reflection and research.
  • CCSS.ELA-LITERACY.W.9-10.6Use technology, including the internet, to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
  • 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.

Common Core — Speaking & Listening

  • CCSS.ELA-LITERACY.SL.9-10.1Initiate 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.
  • CCSS.ELA-LITERACY.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  • CCSS.ELA-LITERACY.SL.9-10.4Present 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.
  • CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.
  • CCSS.ELA-LITERACY.SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • CCSS.ELA-LITERACY.SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.
  • CCSS.ELA-LITERACY.SL.9-10.1Initiate 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.
  • CCSS.ELA-LITERACY.SL.9-10.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • CCSS.ELA-LITERACY.SL.11-12.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.
  • CCSS.ELA-LITERACY.SL.11-12.6Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • CCSS.ELA-LITERACY.SL.11-12.1cPropel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify or challenge ideas and conclusions; and promote divergent and creative perspectives.

Common Core — Language

  • CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • CCSS.ELA-LITERACY.L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • CCSS.ELA-LITERACY.L.11-12.4Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its standard usage.
  • CCSS.ELA-LITERACY.L.9-10.4Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech or its etymology.
  • CCSS.ELA-LITERACY.L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.L.9-10.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
  • CCSS.ELA-LITERACY.L.9-10.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • CCSS.ELA-LITERACY.L.11-12.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
  • CCSS.ELA-LITERACY.L.11-12.5Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • CCSS.ELA-LITERACY.L.11-12.1bResolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

Common Core — History/Social Studies

  • CCSS.ELA-Literacy.RH.9-10.1.
  • Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  • CCSS.ELA-Literacy.RH.9-10.3.
  • Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-Literacy.RH.11-12.5.
  • Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs and larger portions of the text contribute to the whole.
  • CCSS.ELA-Literacy.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  • CCSS.ELA-Literacy.RH.9-10.7Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • CCSS.ELA-Literacy.RH.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • CCSS.ELA-Literacy.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning and evidence.
  • CCSS.ELA-Literacy.RH.11-12.8Evaluate an author's premises, claims and evidence by corroborating or challenging them with other information.
  • CCSS.ELA-Literacy.RH.9-10.3Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-Literacy.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  • CCSS.ELA-Literacy.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
  • CCSS.ELA-Literacy.RH.11-12.4Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  • CCSS.ELA-Literacy.RH.9-10.6Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Common Core — Math Practices

  • CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students at all grades can listen and read the arguments of others, decide whether they make sense and ask useful questions to clarify or improve the arguments.
  • CCSS.MATH.PRACTICE.MP6Attend to precision.
  • CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of the problem and looking for entry points to its solution.
  • CCSS.MATH.PRACTICE.MP5Use appropriate tools strategically. These tools include paper and pencil, ruler, protractor, calculator or computer/software.
  • CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students justify their conclusions, communicate them to others and respond to the arguments of others.
  • CCSS.MATH.PRACTICE.MP8Look for and express regularity in repeated reasoning. Students continually evaluate the reasonableness of their intermediate results.
  • CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others. Students at all grades can listen or read arguments of others, decide whether they make sense and ask useful questions to clarify or improve the arguments.
  • CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Mathematically proficient students can explain the correspondences between different equations, tables, verbal descriptions and graphs.
  • CCSS.MATH.PRACTICE.MP6Attend to precision. In elementary grades, students give formulated explanations to each other. By the time they reach high school, they have learned to examine claims and make explicit use of definitions.
  • CCSS.MATH.PRACTICE.MP1Make sense of problems and persevere in solving them. Students can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Next Generation Science Standards

  • Practice 3: Planning and Carrying Out Investigations. Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for
  • evidence as part of building and revising models, supporting explanations for phenomena or testing
  • solutions to problems.
  • evidence as part of building and revising models, supporting explanations for phenomena, or testing
  • Practice 3: Planning and Carrying Out Investigations. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time) and refine the design accordingly.
  • Practice 3: Planning and Carrying Out Investigations. Select appropriate tools to collect, record, analyze and evaluate data.
  • Practice 8: Obtaining, Evaluating, and Communicating Information. Communicate scientific and/or technical information or ideas (e.g., about phenomena and/or the process of development and the design and
  • performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually,
  • mathematically).
  • Practice 3: Planning and Carrying Out Investigations. Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.
  • Practice 7: Engaging in Argument From Evidence. Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives and determining additional information required to resolve contradictions.
  • Practice 7: Engaging in Argument From Evidence. Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.
  • Practice 3: Planning and Carrying Out Investigations. Plan an investigation or test a design individually and collaboratively.
  • Practice 8: Obtaining, Evaluating and Communicating Information. Communicate scientific and/or technical information or ideas (e.g., about phenomena and/or the process of development and the design and
  • performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).
  • Practice 4: Analyzing and Interpreting Data. Analyzing data in 9-12 builds on K-8 experiences and progresses to
  • introducing more detailed statistical analysis, the comparison of data sets for consistency and the use of models to generate and analyze data.
  • HS-ESS-2. Science knowledge indicates what can happen in natural systems — not what should happen. The latter involves ethics, values and human decisions about the use of knowledge.
  • Practice 3: Planning and Carrying Out Investigations. Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social and personal impacts.
  • Practice 7: Engaging in Argument from Evidence. Students are expected to use argumentation to listen to, compare and evaluate competing ideas and methods based on their merits.

National Standards for Financial Literacy

  • Spending: Benchmarks: Grade 12, Statement 7. People donate money, items or time to charitable and nonprofit organizations because they value the services provided by the organization and/or gain satisfaction from giving.
  • Earning Income: Benchmarks: Grade 12, Statement 1. Compensation for a job or career can be in the form of wages, salaries, commissions, tips or bonuses and may also include contributions to employee benefits, such as health insurance, retirement savings plans and education reimbursement programs.
  • Spending: Benchmarks: Grade 12, Statement 1. A budget helps people achieve their financial goals by allocating income to necessary and desired spending, saving and philanthropy.
  • Spending: Benchmarks: Grade 12, Statement 9. Keeping organized records of purchases, income and expenses makes it easier to track financial goals and prepare for tax season.
  • Saving: Benchmarks: Grade 12, Statement 1. Financial institutions offer several types of savings accounts, including regular savings, money market accounts and certificates of deposit (CDs), that differ in minimum deposits, rates and deposit insurance coverage.
  • Managing Risk: Benchmarks: Grade 12, Statement 6. People plan for financial risk by purchasing appropriate types and amounts of insurance.
  • Earning Income: Benchmarks: Grade 12, Statement 10. Retirement income may come from various sources including Social Security, employer-sponsored retirement plans, personal savings and investments.
  • Investing: Benchmarks: Grade 12, Statement 14. Criteria for selecting financial professionals for investment advice include licensing, certifications, education, experience and cost.
  • Earning Income: Benchmarks: Grade 12, Statement 2. In addition to wages and paid benefits, employees may also value intangible (noncash) benefits, such as good working conditions, flexible work hours, telecommuting privileges and career advancement potential.
  • Credit: Benchmarks: Grade 12, Statement 8. A credit score is a numeric rating that assesses a person’s credit risk based on information in their credit report.
  • Spending: Benchmarks: Grade 12, Statement 5. Consumers incur costs and realize benefits when searching for information related to the purchase of goods and services.
  • Saving: Benchmarks: Grade 12, Statement 9. There are many strategies that can help people manage psychological, emotional and external obstacles to saving, including automated savings plans, employer matches and avoiding personal triggers.
  • Saving: Benchmarks: Grade 12, Statement 8. People can reduce the potential for future financial strife with a partner or spouse by sharing personal financial information, goals and values prior to combining finances.
  • Saving: Benchmarks: Grade 12, Statement 6. Tax policies that allow people to save pretax earnings or to reduce or defer taxes on interest earned provide incentives for people to save.
  • Earning Income: Benchmarks: Grade 12, Statement 3. People vary in their opportunity and willingness to incur the present costs of additional training and education in exchange for future benefits, such as earning potential.
  • Investing: Benchmarks: Grade 12, Statement 6. When making diversification and asset allocation decisions, investors consider their risk tolerance, goals and investing time horizon.
  • Managing Risk: Benchmarks: Grade 12, Statement 5. When making decisions about purchasing insurance, consumers weigh the cost of the policy against the potential financial loss that could result without the coverage.
  • Earning Income: Benchmarks: Grade 12, Statement 5. Changes in economic conditions, technology or the labor market can cause changes in income, career opportunities or employment status.
  • Managing Risk: Benchmarks: Grade 12, Statement 11. Online transactions and failure to safeguard personal documents can make consumers vulnerable to privacy infringement, identity theft and fraud.
  • Credit: Benchmarks: Grade 12, Statement 12. Consumer credit protection laws govern disclosure of credit terms, discrimination in borrowing and debt collection practices.
  • Spending: Benchmarks: Grade 12, Statement 8. Federal and state laws, regulations and consumer protection agencies can help individuals avoid unsafe products, unfair practices and marketplace fraud.

AFNR Career Ready Practices

  • CRP.01Act as a responsible and contributing citizen and employee.
  • CRP.02Apply appropriate academic and technical skills.
  • CRP.12Work productively in teams while using cultural/global competence.
  • CRP.08Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP.10Plan education and career path aligned to personal goals.
  • CRP.07Employ valid and reliable research strategies.
  • CRP.04Communicate clearly, effectively and with reason.
  • CRP.09Model integrity, ethical leadership and effective management.
  • CRP.06Demonstrate creativity and innovation.
  • CRP.05Consider the environmental, social and economic impact of decisions.

21st Century Skills

  • Leadership and Responsibility
  • Social and Cross-Cultural Skills
  • Collaboration
  • Communication
  • Initiative and Self-Direction
  • Productivity and Accountability
  • Information Literacy
  • Media Literacy
  • Technology Literacy
  • Critical Thinking and Problem Solving
  • Think Creatively
  • Flexibility and Adaptability

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