Information for Students

Courage to Care inspires children and adults to realise that they, as individuals, can make a difference. Using World War II and the Holocaust as an example, the program demonstrates the impact of prejudice and discrimination and empowers participants to stand up and take positive action in the face of injustice today.

Courage to Care offers in-class and exhibition programs. The program provides a holistic experience for students in Years 5-12 through the following interactive components:


Exhibition or historical presentation

Our school programs illustrate the experience of discrimination and how ordinary individuals, at great personal risk, made an extraordinary difference in the lives of others by standing up and helping them in the face of injustice. C2C in the Classroom includes an introductory historical presentation which provides background to WWII and the Holocaust with a particular focus on the role of the Rescuer. At our exhibition, students will participate in a guided tour that uses texts, objects and memorabilia to tell stories of rescuers and those who were rescued during World War II.  

An encounter with a ‘living historian’

Students attend a session with a Holocaust survivor or rescuer, a ‘living historian’, who shares his or her positive story of their rescue and support provided by others. Students have the opportunity to listen firsthand to their story when they were about the same age or younger, and ask them questions about their experiences. The ‘story session’ gives students the opportunity to experience history in person, and personalises what discrimination and prejudice means in the lives of others. Most importantly, it provides powerful evidence of the significant impact individual choices and actions can have.

An interactive

At the end of the program, a workshop with a trained workshop leader brings together all aspects of the program. Linking the past with the present, it provides an opportunity for students to reflect on their own experiences, and discuss how what they have learnt relates to their everyday lives. Issues such as prejudice, discrimination, racism and bullying are often brought up, and students realise that they can choose to be an ‘upstander’ rather than a ‘bystander’.

Complete the Upstander Pledge

The students and adults who complete the Courage to Care program are very often inspired to commit to the central message of “being an UPSTANDER, not a BYSTANDER”. To these children and adults we ask to complete our Upstander Pledge.

A pledge means a commitment.

The Upstander Pledge asks you to commit to:

• be kinder to others
• stand up for others
• learn about and support social issues in the world around you

personal response project

SHARE YOUR personal response

Students participating in the program are encouraged to reflect on their experiences with Courage to Care and express their thoughts and impressions. We especially encourage students to take the time to create their own creative response to the program, whether individually or as a group. This could take many forms of expression including artwork, poetry, essays, photography, videos, etc. As an organisation we value these creative responses and share them with our survivors and our community.

CASE STUDY: In 2007, Courage to Care was given a patchwork quilt made by students who participated in the program in Orange, NSW. The quilt, which is made up of sections prepared by individual students, has now become a constant and much-loved feature of each and every exhibition. In 2012, Courage to Care organised a reunion with some of the students that made the quilt, who, now in high school, still had a fond recollection of their experience attending the program, and in reflecting on their visit years before, still had a strong memory of the lessons learnt that day.

Student Surveys and Feedback

If you have recently visited Courage to Care, we want to hear about your experience!
We would be thankful if you’d take the time to complete this short survey.
This will help us improve the Courage to Care program for future visitors.


Recommended Books

  • Frank, A. Anne Frank: The Diary of a Young Girl, Bantam, New York, 1993.
  • Golding, W. Lord of the Flies, Penguin, 1954.
  • Hegi, U. Stones from the River, Simon & Schuster, 1997.
  • Lee, H. To Kill a Mockingbird, Harper Collins, 1960.
  • Mandela, N. Long Walk to Freedom, Little Brown, 1995.
  • Schlink, B. The Reader, Pantheon, New York, 1999.
  • Stowe, H.B. Uncle Tom’s Cabin, Jewett, Cleveland, 1852.
  • Zusak, M. The Book Thief, Random House, Australia, 2007.
  • The diary of a Young Girl, Anne Frank, 1997
  • The Boy in the striped Pyjamas, John Boyne, Random House, Australia, 2006

Further Resource Material

What Students Say

Student, Year 6, on the impact of the program:

Courage to Care has changed my life. The energy in the room was exceptional!

Student, Year 6, on the program’s take-home message:

Courage to Care has given me new ideas on how we should all act and make the world a better place for everyone.

Student, Year 7, on new thoughts Courage to Care has given them:

Courage to Care has inspired me to make a difference in the world, putting a stop to discrimination and racism.

Student, Year 6, commenting on the bravery of the rescuer of Jewish people during the Holocaust:

It made me realise how brave they were to have the courage to do that so now I will not be a bystander – I will stand up for what is right.

Student, Year 11, in response to the program:

Thank you for this great experience. You have helped me realise the cruelty of the situation. I have been given the courage from this experience. This exhibition has enlightened me. I feel empowered from this experience and I am taking the courage and ability to help others.

Student, Year 6, in a letter written to Courage to Care after going through the program:

When my school said we were going to the Courage to Care exhibition I did not have a clue what this exhibition was about. Today this exhibition has changed the person I am for good. […] It has given me faith and the power to help someone in need.

Student, Year 10, in response to hearing a survivor’s story firsthand:

Sincerely thank you for sharing your story with us. I was humbled to hear it first hand and to learn more about the history. I loved hearing about the spark of life you had through the hardships.

Student, Year 6, on what they took away from the program:

To care about other people more and to not be a bystander.

Student, Year 7, on what they have learnt from the program:

I think in the future that not a single person should be singled out because of size, colour or nationality and if you are a bystander help the person who is getting bullied.

Student, Year 7, on what really stood out to them from the program:

If just one person speaks out it really makes a difference.

Student, Year 10, reflecting on what was the key lesson they took away from their experience:

It has thought me about standing up for what is right and given me the courage to do what is right […]