Models of Courage

Opening Frame

• Introduce the activity by something like: “Today we are going to think about courage as something practiced by people around us. Courage can show up in big public actions, but it can also show up in quiet choices, speaking honestly, protecting someone, asking for help, or continuing forward during difficulty
• Remind students: You get to choose what you share. You do not need to tell a personal story. You can write privately, pass, or choose someone whose courage feels safe to discuss
• Connect to the museum: “In the Courage Museum’s Change is Real gallery, visitors explore how changemakers are leading positive change through education, community organizing, the arts, and other methods.”
  

Private Reflection

• Invite students to write or sketch responses to these prompts. Pause between each one.
  • What do you think of when you hear the word courage?
  • What does courage look like, sound like, or feel like?
  • Think about people in your school, family, neighborhood, or community. Who shows courage?
  • Choose one person. What makes them courageous in your mind?
• Students may choose someone they know personally, someone in their community, or a public figure. They should not be required to name the person publicly.
  

Partner Share

• Invite students to share with a partner only what they feel comfortable sharing. Suggested partner prompt: “Tell your partner about the person you chose. What do they do, say, or stand for that feels courageous?”
• Listening partner’s role:
  • Listen without interrupting
  • Ask one curious follow-up question
  • Do not judge, correct, or debate the person’s choice
• Optional follow-up: “What kind of courage does this person show personal courage, community courage, physical courage, or another kind?
  

Connect to Profile Stories

• Explain: “A profile story is a short piece of writing, audio, or video that helps an audience understand a person’s life, choices, values, and impact. It helps us understand what shaped them, what they care about, and how they act with courage.”
• Students can look at brief profile examples, including Courage Museum changemaker stories
• Ask students to notice:
  • What makes the story interesting?
  • What does the story help you understand about courage?
  • What questions do you still have?
    

Build an Interview Question Bank

• Invite students to create open-ended questions they might ask the person they selected
• Examples:
  • What does courage mean to you?
  • What is something you care deeply about, and why?
  • Who or what helped you become the person you are?
  • When have you had to make a difficult choice?
  • What keeps you going when something feels hard?
  • What is something you wish more people understood?
  • What change do you hope to see in your community?
  • What advice would you give to young people trying to be courageous?
• Have students practice asking 1-2 questions with a partner. Then invite each student or pair to contribute one strong question to a class question bank.
  

Closing Reflection

• Students complete one of the following:
  • One thing I learned about courage today is…
  • Someone who models courage in my life is…
  • A question I would ask a courageous person is…
  • One way I can practice courage in my life is…
  • One way I can practice courage in my community is…

Educator Support

• Facilitation Tips
  • Students may choose people connected to difficult experiences, but they should never feel pushed to explain private matters
  • Emphasize that courage does not require perfection; rather, someone can model courage through growth, care, repair, honesty, persistence, or standing with others
  • Avoid letting the activity become only about famous leaders; instead, encourage students to notice everyday courage in their families, classmates, friends, peers, coaches, and other community members
  • For multilingual learners, invite students to define courage in a home language or identify words from their family or community that connect to courage
  • For students who prefer not to write, allow drawing, collage, audio reflection, creating a word cloud around the theme of courage, etc.
    
• Assessment
  • Students demonstrate understanding when they can:
    • identify a model of courage
    • describe specific actions, values, or choices that make the person courageous
    • ask open-ended questions that invite story and reflection
    • explain that courage can show up in everyday life