Lessons on Courage

Title:             Being Brave When It’s Hard

Age Group:   K - 2nd Grade

Virtue:          Courage

Objective:     Students will understand that courage means doing the right thing, even when it feels scary, and that being brave helps us grow stronger inside.

Materials Needed: none

Instructions:

Warm-Up: “What is Courage?”

Ask students:

• “What does it mean to be brave?”
• “Can you think of a time you were scared but did something anyway?”

Give examples if needed:

• “Starting a new school.”
• “Standing up for a friend.”
• “Trying something new.”

Celebrate all answers and explain:

“Courage isn’t about not feeling scared — it’s about doing the right thing even when you feel a little scared!”

Story Time: “The Smallest Lion”

Tell this short story:

Leo the lion cub wanted to roar like the big lions.

But when he tried, his voice was tiny and squeaky.

All the animals laughed! Leo wanted to hide forever.

But he took a deep breath and tried again… and again.

Every day he got a little louder, a little braver.

One day, Leo’s roar was strong and proud — because he didn’t give up!

Ask:

• “Was Leo brave even when he was scared?”
• “What would have happened if Leo didn’t try again?”

Activity: “Courage Stand”

Tell students you are going to practice showing brave bodies!

Instructions:

• When you say a situation, they stand up tall and say, “I can be brave!”
• If it’s not a situation needing courage, they stay seated.

Examples:

• “Helping a new student at school.” (Stand tall: “I can be brave!”)
• “Eating ice cream.” (Stay seated.)
• “Telling the truth even if you’re afraid.” (Stand tall: “I can be brave!”)
• “Playing with your puppy.” (Stay seated.)
• “Trying something you’ve never done before.” (Stand tall: “I can be brave!”)

Encourage strong voices and confident smiles!

Discussion: “When We Are Brave”

Talk with students:

• “Courage doesn’t mean we aren’t scared — it means we don’t let fear stop us.”
• “Every time we are brave, even a little bit, our courage grows bigger!”

Wrap-Up: “Courage is Like a Muscle”

Tell students:

“Courage is like a muscle — the more we use it, the stronger it gets!

Every time you stand up, speak up, or try again, you are making your courage muscle grow.”

Challenge them:

“Find one way today to be brave — even if it’s something small!”

Optional Extension:

• Drawing: Students draw themselves being brave (like trying something new, speaking in front of the class, or helping someone).
• Courage Chant:
  Teach a simple class chant:

“I feel scared, but that’s okay —

I will be brave anyway!”

Title:             When Faith Does Harm – Will you have courage to speak up.

Age Group:   9th – 12th Grade

Virtue:          Courage

Objective:   Students will learn to distinguish between faith that builds up and faith that tears down. They will be invited to think critically about harmful religious systems while holding space for faith that nurtures love, humility, and dignity.

Instructions:

Opening Statement (5 minutes):

Write on the board:

“Faith should never be used to hurt people.”

Ask students to respond:

• What does that sentence mean to you?
• Can you think of examples where faith has been used to divide or harm?
  Let them speak freely—this is a truth-telling space, not a debate.

Direct Teaching (10 minutes): Bold Distinctions

Say clearly:

Faith is powerful. But not all expressions of faith are good. Some are harmful, divisive, and used to control. Today, we’re going to look at examples of where faith crosses a line—not to attack individuals, but to understand the difference between loving belief and spiritual harm.

 

Activity: Faith or Control? (15 minutes)

Give students these reflection prompts. They can write, pair-share, or group-discuss.

1. How can we tell when a belief is shaping someone’s character vs. controlling others?
2. Have you ever seen religion used to shame someone—or elevate someone unfairly?
3. What do healthy expressions of faith look like?

Encourage honesty and remind them: This is not about attacking faith—it’s about defending people.

Mini-Manifesto (Read Aloud and Reflect):

I believe in kindness.

I believe in courage when someone is being hurt.

I believe that what we do to others matters more than what we say we believe.

I believe in faith that builds—not divides.

I do not believe in faith that demands others to prove they’re worthy.

I do not believe in systems that label outsiders, shame difference, or excuse cruelty.

I do not believe we must accept spiritual harm just because it’s labeled as tradition.

Ask students:

• What part of this statement resonates most with you?
• Would you add or change anything?

Closing Challenge (Optional Homework):

Write or record a response to this question:

“If someone told you their faith made them better than others, what would you say?”

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