Curriculum Structure

Unit/Lesson Objective

Students will identify ways people control and change their efforts and consequently succeed or fail.

Students will be able to identify and model at least two kinds of effort associated with success. For example, to get and hold a job it's helpful to be alert, show enthusiasm, and present a positive image.

Given an example of failure, students will identify two kinds of effort that, because they were not made, helped cause the failure. For example, failing to make friends can be the result of not making an effort to be with people, not giving people attention, and not responding to invitations for friendship from others.

Given a problem, students will identify at least two kinds of effort that could be used to solve the problem. For example, to afford a new camera one could save money by cutting back on expenses and by shopping for the best price.

Students will identify at least two ways people can control success.

Given an example of a previous failure, students will identify at least two kinds of effort that could have prevented the failure. For example, one can get out and stay out of debt by sticking to a budget and by cutting up one's credit cards.

Unit/Lesson Objective

Students will identify ways of compensating for their limitations.

Students will be able to determine whether specific successes are affected by ability, effort, luck, difficulty of the task, or a combination of these causes. For example, success on the job is affected by a worker's efforts to concentrate and avoid distractions, such as unnecessary conversation.

Students will be able to identify specific causes of success that are not under a person's control. For example, a person preparing for a party can control preparations but cannot anticipate last-minute problems that other people cause.

Students will be able to identify two ways people can work harder. For example, people who want to get into better physical condition can exercise more often and gradually increase the number of exercises they do.

Students will be able to suggest specific efforts people can make to compensate for factors not under their control. For example, a carpenter who has trouble with math can double-check his or her figures and then ask other people to check them again.

Students will be able to identify two examples of long-term effort required to succeed in specific goals. For example, a person who wants to save a lot of money will have to save consistently for months; a person who wants to lose 30 pounds will have to go on a long-term diet.

Unit/Lesson Objective

Students will identify tasks required to achieve goals.

Students will identify the consequences of not recognizing their limitations before starting a project. For example, a person who is unable to understand directions could waste time and money and end up being very frustrated in trying to refinish furniture.

Students will be able to identify three kinds of efforts required for success at a task. For example, a person going to dinner at a girlfriend's home should dress appropriately and be prepared to make conversation.

Students will label goals as realistic or unrealistic. For example, people who have limited funds and lack map-reading skills would find a costly camping trip unrealistic

Students will identify three mental and physical preparations necessary for success on a task. For example, being organized, efficient, and prompt are necessary to get to work on time.

Students will identify three reasons why it is important to seek further information and advice when failure comes despite efforts. For example, an alcoholic should continue to seek help even after "falling off the wagon."

Unit/Lesson Objective

Students will identify benefits derived from efforts.

Students will be able to model and identify behavior that connotes effort. For example, given the task of cleaning up for a party, students will be able to identify the need for planning ahead, pacing themselves, and completing work on time.

Students will be able to identify behaviors that show effort. For example, being systematic, learning new skills, and working carefully show that a person is trying to do well on a job.

Students will be able to identify specific efforts that should lead to positive judgments about themselves. For example, being on time, being reliable, and exercising self-control would impress a person's boss or teacher.

Students will cite two reasons why people who judge us should know we are trying hard. For example, a worker whose efforts are interrupted by others should make sure supervisors know how hard he or she is trying.

Students will be able to show how to overcome limitations that apply to the requirements of a new task. For example, a person with reading and writing problems can complete an application by getting help from someone else.

Unit/Lesson Objective

Students will identify the relationship between effort and success and failure.

Given a goal, students will identify evidence indicating that their efforts toward reaching that goal are successful. For example, a person who wanted to drive more carefully could tell she was successful if she ran no red lights, got no tickets, and stayed within the speed limit.

Given 12 examples, students will be able to distinguish between people who accept and use information about their progress and those who neither accept nor use such information. For example, a person who accepts feedback would most likely acknowledge what he or she has heard; a person who denies feedback might ignore or argue about what he or she has heard.

Given an example of failure, students will identify efforts that can help a person avoid repeated failures. For example, a person who gave up too easily in trying to find a place to live could succeed by being more persistent in reading the newspaper, talking to potential roommates, and saving money

Given examples of previous successes, students would predict whether current behaviors would lead to repeated success. For example, a student who worked hard to earn an "A" can earn another "A" if he or she continues to work hard.

Students will be able to determine that they could succeed in reaching a goal if they know what the task is and how it must be done, and if they are ready to make the necessary effort. For example, students will evaluate the difficulty of tasks performed to people who work in fast-food restaurants to determine whether they can succeed in such work.

Unit/Lesson Objective

Students will identify the consequences of recognizing the relationship between effort and success or failure.

Students will be able to give examples of personal success that encourage further effort. For example, getting a good grade on one paper encourages a person to put forth effort the next time.

Students will identify goals that people are able to achieve. For example, a student who is a good mechanic may choose to help a person fix a motorcycle while declining to work on a computer.

Students will evaluate three responses to failure. For example, a worker who has been laid off will feel helpless if he attributes the layoff to bad luck or lack of ability; but the worker who identifies insufficient effort as the cause of the layoff will try harder.

Students will identify two reasons why successful people seek new successes. For example, a person who has succeeded in one position may seek promotion because she wants new responsibilities or because she hopes to learn new skills.

Students will identify three feelings (pride, competence, and self-confidence) as results of success achieved through effort. For example, a student who successfully repairs his/her own motorbike will predictably feel proud and will be sufficiently confident to attempt repairing another bike.