Chapter 6 Do Hard Things

Chapter 6: I think my group can raise the bar by not being foolish with other people and helping one another in our group. We could also show excellence not excuses by showing the teachers that we could become a good group. Not just groups that make excuses and show no excellence through out the unit. We could also do more hard things like choosing values like do what’s hard for you and pursue excellence. My group can also raise the bar by going deeper about the main focus of the organization, which is child soldier. We can interview people, organization and more.

This book is talking about how we can raise a bar that go beyond of what’s expected or required. In this chapter Alex and Brett Harris is exploring phrases like “just do your best” can do more harm then good. I think what they are trying to say is that if we do our best we can also get an even better grade than just good. If I measure my life by excellence and not just excuses I think people is going to start recognizing the changes that I have made.

Chapter 5 Do Hard Things

Chapter 5 is about “Life is full of scary things,” write Alex and Brett. Most of us can relate! The prob- lem comes when we let fear or discomfort limit what we attempt or dream for our lives. Most teens are afraid to speak in public, try something new, go somewhere new, or meet new people. Interestingly, all these experience usually turn out posi- tively—or at least give us the most interesting stories. If we’re willing to act in spite of fear, risk failure when necessary, and trust God, our lives will change radically for the better. And we’ll accomplish more than we ever could have imagined.

chapter 4 Do Hard Things

This chapter starts with the story of Ray, a teen party guy who hasn’t grown up, and isn’t sure he wants to. He’s choosing fun now over the future he says he wants. He’s heading toward what the authors call “a failure to launch.” Why? Because the teen years are like a diving board that, if we land on the right spot, will launch us into our best possible future. If we miss (or don’t even jump), we risk never launching. Most of us know a Ray—a “kidult”—who still hasn’t launched at twenty-five, thirty, or even older. The authors then identify five categories of hard things that promise to deliver high-impact results now and later if we do them.

chapter 3 do hard things

An elephant is an incredibly powerful beast that can be restrained by a piece of twine. (No kidding.) And that powerful animal just might be you, say Alex and Brett.That myth is an assumption that the teen years can’t add up to much and are meant to be spent as some sort of vacation from responsibility. Unfortunately, those low ex- pectations end up trapping and limiting teens for no good reason. But it doesn’t have to be that way. Even the word teenager, the authors point out, is a recent invention. We can choose to live by higher standards. We can leave childish ways behind and grow up. We can decide to do hard things.

Chapter 2 Do hard things

Chapter two is a little bit deeper but not to deep. Its starting to go a bit deeper by they explain how the teens face their challenges and more.

The negative thing that I learned is that this chapter is just talking about campaign and stuff. The positive thing is that its good because it helps us prepare to be teens.

The thing that I like is that about this chapter is that its easy to understand and I don’t dislike anything from this chapter.

Chapter 1 Do hard things

In this unit of English were starting to read about do hard things. The feeling that I have when I read this book is nervous because this book is about how teens have low expectation. The feeling that I have when I read the first chapter is still normal because the first chapter isn’t that deep of information and its just talking about how they made this book and more.

The positive side that I got from this chapter is that its good for teens. Its just talking about the basic but its good to tell teens that we don’t have low expectation and more. There is no negative parts about this chapter because it just still the basic and its not deep enough.

The part that I dislike is that why does teens doesn’t have that many freedom in other generation. The other thing that I dislike is that this book is hard to make question

I liked the way of how this twins made this book and how it shows that our culture have low expectation for them. I’m not in the teen years I’m going to be a teenager when I’m thirteen. I think that year is the teen’s year because the number is starting to en with a “teen”.

Unit 3 How We organise ourselves

In sixth grade we have six units of inquiry or as we called it UOI. Now we are on the third unit," wow times goes fast in sixth grade". Our third unit is How We Organize Ourselves. Our unit is made out of a central idea:Our Attitudes, values and social structures can promote and deny social justice, Lines of Inquiry:• The Principles of human rights and social justice
• Government structures and how they promote or deny social structures
• How personal, social and institutional behaviors and attitudes affect social justice

and key concept:Function
Responsibility
I want to add 3 additional lines of inquiry and through out this unit i will find the answer. the first one is why people these days in Indonesia rarely care about human rights. the second one is how can the government help with human right. the last one is Why the government didn't help with human rights issues.