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Strand PHIL.III Philanthropy and the Individual
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Standard PI 01. Reasons for Individual Philanthropy
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Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.
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Learners define perseverance and identify the need to persevere in completing tasks. They will explore obstacles and excuses that deter perseverance.
The learner will:
- define perseverance
- identify familiar difficult tasks and the obstacles or excuses that make it difficult to persevere.
Anticipatory Set
Ask the learners what they would say if you told them they had to get up right now and run around the building without stopping or walking. Listen to the barriers they put up (I don't want to; I don't have the right shoes; I can't get sweaty; I just ate; It's too cold/hot). After listening, tell them these are the obstacles and excuses that surface when there is a challenging or difficult task.
Discuss the word perseverance and its definition: "sticking to the task which needs to be done – even if we want to quit. Putting forth the maximum effort to do the best you can." Ask the learners to identify what they think are the most important words in this definition and why. Underline or circle the words.
When something is difficult, there will be many obstacles (things that gets in the way). Some of these may be big obstacles and some may be "excuses." Discuss some of the obstacles/excuses that were expressed by the group about the task of running around the building, and decide if they were obstacles or excuses.
Ask them to name some difficult tasks they face regularly and identify the obstacles that go with the tasks. Write these on a chart and save for the next lesson. (Examples: homework - busy, not prepared; exercise - busy, no equipment; conflict with friends - emotional reactions, fear of hurting or being hurt).