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High
School Lesson |
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| The
Alamo:
Documenting Courage |
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| Reflection
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- For Action
Activity 1 -- Why did you choose this event? What definition of courage
does this correspond to most closely? Why? Analyze the events chosen
by the class collectively (or work in small groups). What do they all
have in common? Are they representative of courage as you have defined
it?
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- For Action
Activity 2 -- Many speakers find getting up in front of an audience
to give a presentation challenging. Why do you think this is so? In
what way does speaking in front a group require courage? Consider Aristotle's
definition of courage -- Knowing what is to be feared and what is not
to be feared -- and use it to evaluate public speaking. What is to be
feared? What is not to be feared? How can we gain control over those
aspects that might actually go wrong?
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- For Action
Activity 3 and 4 -- Beryl Markham's quote, "If a man [or a woman]
has any greatness in him, it comes to light not in one flamboyant hour,
but in the ledger of his daily work," prompts us to consider the
role of courage in everyday life. The Battle for the Alamo and some
of the other historical events you have studied required courage in
extreme situations. How is everyday courage different? Similar? What
are some common situations faced by high school students that require
courage?
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Copyright
2002
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| Center
for the Advancement of Ethics and Character |
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