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Student Gandhis and Nonviolence with Questions

The document explores the effectiveness of Mohandas Gandhi's nonviolent movement for India's independence, highlighting key events and strategies such as the Salt March and civil disobedience. It discusses Gandhi's philosophy of nonviolence, his personal experiences, and the impact of his actions on both Indian society and global perceptions. The Mini-Q encourages critical thinking about the appropriateness of nonviolence in various situations and examines the historical context of Gandhi's efforts against British colonial rule.
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0% found this document useful (0 votes)
30 views11 pages

Student Gandhis and Nonviolence with Questions

The document explores the effectiveness of Mohandas Gandhi's nonviolent movement for India's independence, highlighting key events and strategies such as the Salt March and civil disobedience. It discusses Gandhi's philosophy of nonviolence, his personal experiences, and the impact of his actions on both Indian society and global perceptions. The Mini-Q encourages critical thinking about the appropriateness of nonviolence in various situations and examines the historical context of Gandhi's efforts against British colonial rule.
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Gandhi and Nonviolence Mini-Q © What Made Gandhi’s Nonviolent Movement Work? Overview: Much of world history focuses on war; less is said about peace. The 20th century gives us several examples of how nonviolence was used to bring about dramatic change where the potential for violent conflict existed. Three of these examples were Mohandas Gandhi in India, Martin Luther King, Ir. in the United States, and, in his later years, Nelson Mandela in South Africa. Gandhi was the model for the other two men and will be the focus of this Mini-Q. The Documents: Document A: The Salt Tax: Letter to Lord Irwin Document B: The Dharasana Salt Raid (text and photo) Document C: Jail Time (Vegetable Days) f Document D: Salting the Lion’s Tail (cartoon) AMini Document Based Question (Mini-Q) ©2016 Me DBO Projet Teachers may photocopy this page for their own classrooms, a ‘tal repodantn ans poe osc of 086 Gre 8 ohio ay Gandhi and Nonviolence M Hook Exercise: Is Nonviolence Right for Every Situation? Directions: Below is a list of three situations. With a partner, discuss the situations and answer the questions. Situation #1: You and a friend have been waiting in line for five hours to get concert tickets. A group of six or seven loud males crashes the line a few spots ahead of you claiming a friend was holding a space. Do you believe itis possible to resolve this situation both fairly and peacefully? a. Ifno, why? b. Ifyes, how? Situation #2: A policeman in his patrol car happens upon a midnight street mugging. ‘An old man is lying on the ground. The officer jumps out of the car and pulls his gun as the mugger, apparently unarmed, steps towards him, In this situation, is there a satisfactory way this police officer can enforce the law nonviolently? a. If no, why? b. Ifyes, how? Situation #3: Country X, where you live, has becn run by the same military dictator for 40 years. The army is paid by him. Your country is poor. You are a member of a rebel student group that operates secretly in the capital. Is there a realistic way to bring about nonviolent change in this country? a. Ifno, why? b. If yes, how? (©2016 The 082 Project ‘Teachers may photocopy this page for their own classrooms, oe gta orator posing oce ct OBO Cries pombe, Background Essay Gandhi and Nonviolence Mini-Q What Made Gandhi’s Nonviolence Work? The history of war and violence in our world is well documented, Mankind has often settled its conflicts at the point of a spear or barrel of a gun, However, there is another way. Mohandas Gandhi was born in 1869 in the Indian coastal city of Porbandar. His father ‘was a prominent Hindu who taught his son to respect all religions. Gandhi’s mother was a Jainist who taught Mohandas that all people, in fact all living things, are holy. Following custom, Gandhi married young and at age 19 sailed for London to study law. At this time, colonial India was the crown jewel of the powerful British Empire. Gandhi knew that he was looked down upon by many of the English, but he was impressed that Englishmen followed the law. After getting his degree, he retumed to India to establish a law practice. ‘Things did not work out well. During his first trial in India, Gandhi was 0 overcome by shy- ness he couldn’t speak. So when a businessman living in South Africa invited him to try his luck there, Gandhi jumped at the offer. Life in South Aitica also started badly. Three weeks after he arrived, the full force of European racism came crashing down on him when he was thrown off a train; he was a “colored” man daring to hold a first-class ticket. Despite his shyness, Gandhi found the insult too much to bear, and in the process of fighting back, was arrested and sent to jail, From this experience, he became known as a leader, first to his friends, then to his fellow prisoners, and finally to the Indian community at large. ‘When Gandhi returned to India in 1896 the wretched poverty he saw everywhere sickened him. Rickety tin and cardboard shanties clung to the outer walls of wealthy homes. Rickshaw ane Te ono Peis drivers, clothes tattered and feet bare, cartied white colonials to their places of business. Everywhere “European Only” signs enforced privilege. In fact, to be successful in this world the English had built, Indians were expected to imitate their rulers ~ wear their clothes, copy their manners, accept their standards of beauty. Gandhi refused. Gandhi wanted people to live free of all class, wealth, and educational distinctions, even, those imposed by India’s ancient caste system. But first he had to build a community that modeled this classless society. Gandhi established an ashram and invited followers to join him. He shed the clothes that made him look like a British lawyer and dressed in a poor man’s traditional loincloth. He spent time each day at a spinning wheel making ‘homespun cloth. And he did the undignified chores of the untouchables, people so low they are below caste. At first these practices seemed absurd. Then little by little, because of the purity of his life, Gandhi came to be known as “Mahatma” or “Great Soul.” Gandhi felt that India’s self-respect was tied to independence. But England was a giant whose might was feared around the globe. India had grappled unsuccessfully with English power for 200 years. How much more difficult would it be for the gentle Gandhi to bring about change, let alone independence? And yet, in the end, Gandhi succeeded where others had failed. India won its independence in 1947 and Gandhi has been given most of the credit for this achieve ‘ment, Examine the documents that follow and then answer the question before us: What made Gandhi's nonviolence work? Fehdigndece Cains 7 487 Teachers may photocopy is pape fo: het own cesrcors Dial reprosuoion and pects eusie of BG Grin profited LY Gandhi and Nonviolence Mini-Q Background Essay Questions 1, In what year was Mohandas Gandhi born? How many years after the end of the American Civil ‘War was this? 2. What was Gandhi’s field of study when he went to London? 3. What did Gandhi like about the English? 4, What did Gandhi refuse to accept about the English in India? 5. What were Gandhi's feelings about India’s caste system, a system that divided people into higher and lower social groups? 6. The last paragraph of the Background Essay says that Gandhi felt that for Indians to have self- respect, they would have to become independent from England. Do you agree that self-respect requires independence? 7. Define these terms: Hindu Jainist caste system untouchables Mahatma, Timeline 1757 — British East India Company extends control over important parts of India, 1858 — Full British rule of India begins. 1869 — Birth of Mohandas Gandhi 1891 — Gandhi returns to India following law study in London. 1903 — Gandhi publishes first of four newspapers. 1920 — Gandhi becomes leader of Indian independence movement. 1930 — The Salt March and Dharasana raid 1945 — End of World War I 1947 — Partition of British India into two countries, India anti Pakistan 1947 — Indian Independence (August 15) 1948 — Gandhi assassinated by an Indian nationalist upset with partition (Ianuary 30). 459 ezore me D0 Pale Teachers may photecry ihe pegs forth cu classrooms. Dail eeraton and postna cuss of DBO Onine i orotited Gandhi and Nonviolence Mini-Q Understanding the Question and Pre-Bucketing Understanding the Question 1. What is the analytical question asked by this Mini-Q? 2. What terms in the question need to be defined? 3. Rewrite the question in your own words. Pre-Bucketing Directions: Using any clues from the Mini-Q question and the document titles on the cover page, think of possible analytical categories and label the buckets. 464 Teachers may photocopy he page for how cascrcors. Data enrocuctin and nesta cualge of B80 Orne oronited Gandhi and Nonviolence Mini-Q Document A Source: Mohandas Gandhi, “Letter to Lord Irwin,” March 1930. Note: Lord Irwin was the English governor in India. Gandhi wrote this letter before marching to the sea and breaking the English Salt Tax law. Gandhi's march to the sea is generally called “The Salt March.” Most historians consider it the turning point of the movernent to free India from British control. The Salt Tax Law made it illegal for Indians to manufacture or collect their own salt. Sabarmati, India, March 1930 Dear Friend, Before embarking on Civil Disobedience and taking the risk I have dreaded to take all these years, I would ... approach you and find a way out. I cannot intention- ally hurt anything that lives, much less human beings, even though they may do the ‘greatest wrong to me and mine. Whilst therefore I hold the British rule to be a curse, I do not intend harm to a single Englishman or to any legitimate interest he may have in India.... And why do I regard the British rule a curse? ...Even the salt [the peas ant] must use to live is so taxed as to make the burden fall heaviest on him.... The tax shows itself still more burdensome on the poor man when it is remembered that salt is one thing he must eat more than the rich man... My ambition is no less than to convert the British people through nonviolence, and thus make them see the wrong they have done to India... But if you cannot sce your way to deal with these evils and if my letter makes no appeal to your heart, on the eleventh day of this month I shall proceed with such co-workers of the Ashram [Community] as I can take, to disregard the provisions of the Salt Laws.... Document Analysis 1. Who is the “Friend” that Gandhi is writing this letter to? 2. Based on this letter, what can you infer about the meaning of “civil disobedience” 3. Why is Gandhi so opposed to the salt tax? 4. What is the specific act of civil disobedience that Gandhi is threatening to carry out? 5. Why do you think Gandhi tells Lord Irwin that he dreads carrying out an act of civil disobedience? Is civil disobedience always a nonviolent tactic? 6. How does this letter help explain why Gandhi's tactics were successful? (92016 9 pan Peet Teachars may pholoony this page otha awn dasstoons. Dlatalrecroduton and eesna esis of O86 Ort med Gandhi and Nonviolence Mini-Q Document B Source: Webb Miler, “They That Turn the Chosk," / Found No Peace: The Jounal of a Forelgn Correspondent, 1936, Note: Madame Sarojini Naidu was a well-known Indian poetess who was to take Gandhi's place should he be arrested. The author of this document, Webb Miller, was a foreign correspondent present et both the raid and the hospital where the wounded (320 injured and two dead) were taken afterwards. This, is the report he filed. The Dharasana Salt Works, 150 Miles North of Bombay, India (May 21, 1930) Mie. Naidu called for prayer before the march started and the entire assemblage knelt. She exhorted them: "Gandhi’s body is in jail but his soul is with you. India’s prestige is in your hands. You must not use any violence under any circumstances. You will be beaten but you must not resist; you must not even raise a hand to ward off blows.” Wild, shrill cheers terminated her speech... In complete silence the Gandhi men drew up and halted a hundred yards from the stockade [surrounding the Dharasana Salt Works... Suddenly, at a word of command, scores of native police rushed upon the advancing marchers and rained blows on their heads with their steel-shod [clubs]. Not one of the ‘marchers even raised an arm to fend off the blows... The survivors without breaking ranks silently and doggedly marched on until strack down... The blankets used as siretchers were sodden with blood. ‘At times the spectacle of unresisting men being methodically bashed into a bloody pulp sickened ‘me so much that I had to turn away. The Westen mind finds it difficult to grasp the idea of nonresistance. ‘Source: Photograph by Vithalbhai Jhaveri, May 1950. Protesters preparing to march in Dharasana, photographed by Vithalbhai Jhaver, an Indian photographer and filmmaker who chronicled the life of Gandhi Document Analysis 1. What was the date of the march by Gendhi’s followers to the salt works of Dharasana? 2. Where was Gandhi on the day of the Raid? 3. What evidence is there in the document that the marchers were disciplined? 4, What evidence is there in the document that the marchers practiced nonresistance’? 5. It is recorded that the Salt Raid story filed by eyewitness reporter Webb Miller was carried by 1350 newspapers around the world. Why was this important for the success of Gandhi's movement? 465 Teachers may hotecpy this page fo th oun dasstooms. Dial erosaton and eating outage of OB Orie i orohited C Gandhi and Nonviolence Mini-Q Document C ‘Source: M.K, Gandhi, reflections about Johannesburg, South Africa, January 1908. Thad just heard (that my fellow Indian protesters) had been sentenced to three months’ imprisonment with hard labor, and had been fined a heavy amourt.... If these men had committed an offense, I had committed a greater offense and I therefore asked the ‘Magistrate to impose upon me the heaviest penalty... I well remembered that I... did not feel the slightest hesitation in entering the prisoner's box. On vegetable days which were two in a week we cooked twice and on other days only ‘once, as we were allowed to cook other things for ourselves only for the noonday meal. We were somewhat better off after we began to cook our own food. But whether or not we sticceeded in obtaining these conveniences, every one of us was firm in his resolution of passing his term in jail in perfect happiness and peace. ae Note: Gandhi spent the early part of his adult life working forthe rights of Indans living in British South Arica. In this instance he was imprisoned for burning nis ID passbook. Boginning in 1908 and over the next 40 years, Gandhi would spend a total of 2,338 days in jail. Document Analysis 1, What was Gandhi doing in Johannesburg, South Africa in 1908? 2. What might explain why Gandhi asked the Magistrate (judge) to give him a heavy penalty? 3. During his lifetime, how many days did Gandhi spend in jail? 4, Explain how Gandhi could use personal time in jail as an effective way to bring about nonviolent change in India. Consider its effect on followers, on opponents, and on world opinion. 220167 080 Piet “Teachers may photocopy nis page forthe cwn clestcoms, Dial enredvcton and posta euade of OBG Onine pried EV Gandhi and Nonviolence Mini-Q Document D Source: Illustration by Paulo Garretto: The Graphic, May 24, 1980. Note: This cartoon shows Gandhi salting the tail of the British lion. It is based on an old folk belief that if you put salt on a bir!’ tail you will then be able to catch it. Document Analysis 1. What is the old folk belief on which this cartoon is based? 2, How is the British Empire represented in the cartoon? 3. What is the date of the cartoon, and what historical event triggered it? Salting the Lion’s Tail 4, What is Gandhi's relationship with the lion? Does Gandhi regard the British as “the enemy”? 5. How does this document illustrate Gandhi’s nonviolent tactics for achieving political change? 6. What is the source of the document? Does this indicate that Gandhi’s tactics for achieving greater freedom for India are enjoying some success? e2n16Te 080 Pret 469 1s may photocopy ths pepe oer own classrooms. alrpnduion adpocm ceo O80 Give ing VA Gandhi and Nonviolence Mini-Q Bucketing — Getting Ready to Write Bucketing Look over all the documents and organize them into your final buckets. Write labels under each bucket and place the letters of the documents in the buckets where they belong. Remember, your buckets are going to be your body paragraphs. A document may be put in more than one bucket. WUU Thesis Development and Road Map On the chickenfoot below, write your thesis and your road map. Your thesis is always an opinion that answers the Mini-Q question. The road map is created from your bucket labels and lists the topic areas you will examine in order to prove your thesis. (©2018 The DBO Project Teachers may photocopy this page for thelr own classrooms. a Digi erection and pastng ese of 080 Onin ie roid Gy oN Gandhi and Nonviolence Mini-Q From Thesis to Essay Writing Mini-Q Essay Outline Guide Working Title Paragraph #1 Grabber Background Stating the question with key terms defined Thesis and road map Paragraph #2 Baby Thesis for bucket one Evidence: supporting detail from documents with document citation Argument: connecting evidence to the thesis Paragraph #3 Baby Thesis Evidence ‘Argument Paragraph #4 Baby Thesis Evidence ‘Argument Paragraph #5 Conclusion: “Although” statement followed by convincing restatement of your main idea ‘ozooTreo80 Piet “Taacors may plecony is page to ecu casroons Ge ‘ia reprodtn and ponting tc of 08 Grins pont EV

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