Successful People and Amazing Deeds: Practice Questions

Which of the following priority values, as identified in the curriculum framework, is most essential for individuals to perform amazing deeds despite facing repeated failures and obstacles?

According to the suggested modules and units for the senior secondary level, which specific activity is recommended to enrich students' understanding of Successful People and Amazing Deeds within the 'Wonderful Things' module?

Read the following excerpt from a profile of a renowned entrepreneur and answer the question that follows:

The renowned entrepreneur, having navigated a career fraught with unpredictable reversals, often described her later prosperity not as a destination reached by swift flight, but as the quiet, relentless accrual of momentum gained by stubbornly pushing a boulder uphill. This perspective emphasizes the often-overlooked necessity of protracted struggle and the transformative power of incremental progress over dazzling, instantaneous breakthroughs.

What literary device is predominantly used in the entrepreneur's description of her prosperity, and what effect does it achieve?

When analyzing texts about 'Successful People and Amazing Deeds' in the Experience Strand, students are expected to move beyond basic comprehension. Which of the following best describes a higher-order learning target for this module as outlined in the curriculum?

Beyond personal recognition, what broader positive effect do many 'amazing deeds' often have on communities or the world?

How does the application of problem solving skills specifically assist a successful person in executing an amazing deed when faced with unexpected technical obstacles or limited resources?

Analyze how the synergy between creativity and self-management skills enables successful people to maintain a path of innovation while navigating the long-term pressures inherent in performing an amazing deed.

In the module Successful People and Amazing Deeds, students are encouraged to explore the life stories and achievements of remarkable individuals. Based on the curriculum framework, answer the following questions:

(a) According to the suggested activities for this module (as seen in the provided document), what is one specific type of language arts material and one specific type of non-print resource that students can use to study Nobel laureates and famous athletes respectively? (2 points)

(b) Identify one priority value from the curriculum framework that a successful person likely demonstrates when pursuing an 'amazing deed' despite repeated setbacks. (1 point)

The study of Successful People and Amazing Deeds highlights how the integration of generic skills allows individuals to reach extraordinary goals.

(a) Describe how Self-learning Skills (a personal and social skill) enable a successful person to adapt when the resources or experts they usually rely on are suddenly unavailable. (2 points)
(b) Discuss three practical ways in which Collaboration Skills are used during the execution of a large-scale project, such as a global environmental campaign, to ensure its success. (3 points)