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#801 Non-violent resistance: Gandhi and King

5/18/2017

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Picture
Gandhi's portrait in King's office
Picture
King during march from Selma to Montgomery, 1965
Preparation: #801

Today’s class will be discussion around two connected questions: “What did King learn from Gandhi? And, what about that lesson is relevant for the present?”

To facilitate this discussion we will review a timeline, key concepts, and then take up discussion roles.

Concepts:
  • Ahimsa - Sanskrit, from a “non-, without” + hiṃsā “violence.” In the Hindu, Buddhist, and Jainist tradition, ahimsa refers to respect for all living things and avoidance of violence towards others.
  • Civil disobedience - The refusal to comply with certain laws considered unjust, as a peaceful form of political protest.
  • Satyagraha - Sanskrit, from satya “truth” + āgraha “obstinacy.” Satyagraha is a term created by Gandhi that translates roughly as “truth-force.” A fuller rendering would be “the force that is generated through adherence to Truth.” Gandhi's method aimed to utilize civil disobedience to convert his opponent, bringing about a “change of heart.”

Timelines:

Examine the following timelines. As you view them, consider which events are essential for addressing our key questions.
  • Mahatma Gandhi timeline (BBC)
  • Martin Luther King, Jr. timeline (BBC)

Discussion roles:

  • The Historians: You are focused on the origins of Gandhi’s strategy of nonviolence and how that strategy was adapted by King. Your goal is to match the ideals of the two leaders with the particular campaigns discussed by Kumar.
 
  • The Activists: You are interested in how the strategy of nonviolent resistance represents a type of “practical idealism” that can be applied across multiple contexts: that is, in different times and places. You are especially invested in the relevance of Gandhi and King for issues of racial justice in the United States today.
 
  • The Questioners: Your role is to spark discussion through thoughtful questions that will help the other two groups address our key questions. It will be your responsibility to keep the conversation on track and to ensure that we are conducting a balanced discussion.
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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
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