Courage in Adversity

Overview

Class: Year 7 (Age 11-12)
Duration: 45 minutes
Class size: 10 students
Unit: Understanding Refugee Experiences (Lesson 4 of 6)
Curriculum alignment: National Curriculum for England - History – Key Stage 3 – Understanding connections in History (Years 7-9)
Focus: Exploring courage within refugee narratives through historical empathy and critical discussion

Learning Objectives

By the end of the lesson, students will:

Understand how individuals show courage in the face of adversity in refugee experiences.
Identify specific examples of courageous acts from the protagonist in the historical narrative studied.
Analyse and discuss how acts of courage inspire others historically and contemporaneously.
Develop skills to organise historical information visually through mind mapping.

National Curriculum references (History KS3)

Pupils should develop the skills of:
- selecting and organising relevant historical information (NC KS3)
- questioning and understanding cause, consequence, similarity and difference (NC KS3)
- discussing the significance of historical events or individuals and their impacts (NC KS3)
Historical concepts covered: courage, adversity, empathy, significance

Resources

Extract from the book or text previously studied in the unit (depicting challenges faced by the protagonist)
Whiteboard & markers
A3 paper for mind mapping or digital mind mapping tool (optional)
Post-it notes or index cards
Pens/pencils

Timing & Activities

Time	Activity	Details	Purpose/Skills
0-5 min	Starter - Reflective question
Ask: "What does courage mean to you? Can you think of someone you admire for being courageous?"

Students discuss in pairs, then share ideas on board.

This activates prior knowledge, connects emotionally to theme, and scaffolds understanding of 'courage'.
|
| 5-15 min | Reading & Identification |

Teacher reads aloud or students read an extract from the text focused on the protagonist’s challenging moments.
Students highlight or note down acts of courage they observe.

This engages students with source material, improves textual analysis, and encourages empathy with the character’s experience.
|
| 15-25 min | Mind Mapping Courage |

Students create a mind map (individually or in pairs) titled “Courage in [Protagonist’s Name]’s Story” on A3 paper or digitally.
Branches include: Types of courage (e.g., physical, moral), examples from the text, effects on others, personal reflections.
Use post-its/index cards for flexible ideas placement.

This promotes organisation of ideas visually, categorisation, and deeper analysis.
|
| 25-35 min | Group Discussion |

Each pair/group presents their mind map to class.
Teacher facilitates discussion on: Why do these acts of courage matter? How can they inspire others? How do such stories help us understand history and asylum seekers’ experiences?

This fosters collaborative speaking, historical empathy, and understanding significance.
|
| 35-40 min | Creative Extension - Role on the Wall |

Draw outline of protagonist on board/paper. Around it, students write words/feelings/traits linked to courage shown, plus external perceptions (how others saw protagonist).

This encourages perspective-taking and emotional literacy within a historical context.
|
| 40-45 min | Plenary & Assessment |

Students answer the quick question in writing: “Choose one courageous act from the story and explain why it is important.”
Collect responses for formative assessment.

This checks understanding, reinforces learning, and aligns with writing and reasoning skills in History.

Differentiation

Support: Sentence starters for writing task, paired work for less confident students
Challenge: Encourage deeper links to wider historical or contemporary refugee experiences; add a brief comparison to a real historical figure known for courage

Assessment for Learning (AfL)

Observation during group discussion and presentations
Quality of mind maps showing understanding and analysis
Written plenary responses assessed for clarity, relevance and reasoning
Teacher feedback provided immediately to guide next lessons

Cross-Curricular Links

English: Developing comprehension, discussion and writing skills
PSHE: Exploring resilience, empathy, ethical understanding
ICT: Optional digital mind mapping tool

Reflection and Next Steps

Reflect on how courage relates not just to historical figures but to students’ own lives and choices.
Prepare for next lesson focused on resilience and support systems within refugee journeys.

This lesson plan has been crafted to meet the historical enquiry and conceptual focus of the English National Curriculum Key Stage 3, while engaging Year 7 learners with critical thinking, empathy, and creative expression through a sensitive and age-appropriate theme.

Teaching Instructions