The Courage of My Convictions
For more information about this program, please contact Elizabeth Evans.Stage One: Max's Story: Students will revisit Max's story, with an emphasis on how he and his family worked to unite a community around a specific purpose. His positive attitude, as well as his actions that drew together the community, demonstrates to students how one individual can make a difference. Through discussions with classroom volunteers and teachers, these students make meaningful connections in their own lives and the world around them.
Stage Two: Novels and Discussion: Students will read two anchor texts, Our America: Life and Death on the South Side of Chicago by LeAlan Jones, Lloyd Newman and David Isay and Fences by August Wilson. Teachers may also elect to share additional texts that relate to the theme of "The Courage of My Convictions." Students will write about and discuss a thoughtful selection of texts, varying in form and genre that explore a wide range of cultures and examine the nature of courage and how it may manifest in thoughtful social action to produce positive change. Students will identify specific traits in the characters they read about and what the outcomes of their examples were in bringing about change, participating in activities and assignments designed to improve writing and reading comprehension skills.
Each anchor text is accompanied by a comprehensive curriculum guide that will assist teachers in laying a framework for the development of strong reading, writing, and comprehension skills. These guides aid teachers in facilitating discussion of student experiences that draw personal connections to the subject matter of the reading materials. Students are encouraged to engage in art activities that reinforce the language arts program, further developing critical thinking skills through artistic expression.
Stage Three: Final Project: The culmination of "The Courage of My Convictions" is a final project that expresses both a critical understanding of the curriculum materials and the student's authentic voice in sharing his or her convictions.
Each student will combine the written word and artistic expression to demonstrate their understanding of the effective use of communication to produce thoughtful and useful social change. We welcome students to make use of compelling outlets (artistic, technological, digital media), allowing them to be critical thinkers and effective communicators. Final projects may include writing a letter to a community leader about a specific community problem, orchestrating a discussion with family members about a specific concern, or designing a brochure to educate the community about an issue that affects their community.
The final projects will be displayed at a culminating event at Northeastern University and each student, his or her teachers, and family will be invited to Northeastern campus to celebrate the students' work and listen to a short program designed to reinforce the curriculum goals. Plans are also underway to publish an anthology of these works. While more difficult to measure, it is also hoped that the experience of visiting a college campus will provide opportunities for students and their families to think about and discuss pursuing a post-secondary education.