Obstacles to Perseverance
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
      2. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.3 Identify and give examples of stewardship in cultural traditions around the world.
      2. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.
      3. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.

Learners brainstorm universal obstacles to completing tasks and meeting goals.

PrintOne 20-minute lesson

The learner will:

  • recall obstacles faced by the colonists during the American Revolution.
  • identify universal themes.
  • List of obstacles brainstormed in the first lesson
  1. Anticipatory Set

    Using the American Revolution as an example of perseverance in a difficult situation, learners discuss the challenges faced by the colonists who declared independence from England. Brainstorm what barriers they had to overcome: fear of hanging for treason, lack of resources for the army, smaller army than the British, early defeats in battle, lack of experience of enlisted soldiers, fighting a well-trained army, doubt that they were doing the right thing, fear of stepping out on their own away from what was familiar, not everyone in the colonies supported independence). List the obstacles on a chart.

  2. From the list of obstacles on the chart, circle words and phrases that may be universal to other difficult situations (fear, lack of resources, lack of support, doubt, facing a strong opposition, not trained, moving out of familiar territory). 

  3. Now compare this to the list of obstacles they brainstormed in Lesson One. What themes are the same on both lists? What conclusions can they draw about obstacles to perseverance from their comparison?

  4. Discuss the difference between an obstacle and an excuse. (An excuse is a reason not to do something, an obstacle is something that needs to be overcome to persevere.) Which of the obstacles on the lists might be considered excuses? Why?

  5. Write the obstacles on separate charts - one universal obstacle per chart - and display the charts around the room. In Lesson Four, the learners will be writing on these charts. (12" x 18" paper is adequate.)