This lesson gives students the opportunity to (1) critically discern between personal needs and wants, (2) make decisions and articulate the disadvantage and advantage of chosen needs and wants, and (3) consider Gandhi‘s ideals in creating self-sustaining communities and to think critically about how to make their homes, school and communities more sustainable.

This lesson allows students to take a look at the term "sustainability" and identify both sustainable and non-sustainable practices in modern human civilization. Students discuss how humans have affected the environment, and take a look at Gandhi’s ahsrams as models of self-sustaining communities.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Earth-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Earth-245.asx

Students in second grade will understand the use of newspaper for relating news and educating people. Students will use examples of newspaper articles to write their own class newspaper regarding acts of ahimsa.

Students in second grade will learn about Gandhi’s philosophy of ahimsa. Through a digital story, honesty story, abstract art, and writing, students will learn about Gandhi’s philosophy of ahimsa.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/LifeOfTruth-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/LifeOfTruth-245.asx

In this lesson, students will identify, wrestle with, and think about issues surrounding powerlessness. The class will examine oppressive situations in which individuals experience feeling hopeless, helpless and/or powerless. By examining situations like Gandhi’s response on the South African train, the class will learn about the inspiring and dignified ways or alternatives to feeling powerless. Students will show their understanding of this through writing vignettes and performing them for one another.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Hope-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Hope-245.asx

This is a lesson about Restorative Justice. It is meant to follow the reading of Touching Spirit Bear, described in the content section. In the spirit of what Gandhi called ahimsa, it will examine ways people might reconcile conflicts in a mutually acceptable way. It will also examine the role of the bystander in such situations.

A comparison of conceptions and uses of nonviolence by examining Jain and Buddhist artwork, the life and work of Mohandas K. Gandhi, and the life and work of Martin Luther King, Jr. Additionally, an exploration of ways to teach about nonviolence in the classroom.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentArtAndAction-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentArtAndAction-245.asx

This mini-unit is intended to explore slavery through a variety of media and texts, and to allow students to probe the emotional and spiritual implications of that institution. Students come to see the horrible cruelty African-Americans endured and the numerous ways they fought back through nonviolent resistance, in the form of song, dance, and writing. In doing so they develop a reverence for life, and for freedom, which they may take for granted.

Students read Gandhi’s "Ahimsa, or the Way of Nonviolence," and Dr. King’s "Pilgrimage to Nonviolence’ to discover the meaning of ahimsa and satyagraha. Students also discuss Gandhi and King’s visions of love, exploring the notion that true nonviolence requires love for all people, including (and perhaps, especially) one’s enemies.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TheWayYouDream-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TheWayYouDream-245.asx

Ratios expressed in the book, If the World Were a Village, and data and photographs from Material World, help teachers and students understand and value the diversity of the global world. This data provides teachers in grades 4 -6 with instructional material for key math standards. Additionally, the content of the books and the photographs stimulate a discussion of the Gandhian principle of communal unity and an awareness of socioeconomic differences that separate the world’s people in both body and spirit.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/MakeMathMatter-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/MakeMathMatter-245.asx

The lesson utilizes a biographical literature selection about Chiune Sugihara, a Japanese diplomat assigned to Lithuania in 1940. He defies his superiors by writing hundreds of exit visas for Polish Jewish refugees seeking to escape Nazi persecution. By his actions, he risks his own safety and that of his family; Sugihara conducts himself according to Gandhian principles of Soul-Force and satyagraha.

The subject of bullying as a social problem within the classroom and school is explored in literature before the class performs an original play about a popular bully. The play is then analyzed in terms of nonviolence as a choice: both on a pragmatic level and on a principled level. The term, ahimsa, is introduced and discussed via the play and a children’s book about Gandhi. The lesson culminates with students writing about the potential of nonviolence in their own schools.

Low bandwidth video:
http://video.csupomona.edu/ahimsa/BurkeRogerWilliams2-035.asx

High bandwidth video:
http://video.csupomona.edu/ahimsa/BurkeRogerWilliams2-245.asx

The historical figures of Roger Williams in Puritan New England and Martin Luther King, Jr. in the United States are compared and contrasted. The lesson raises the question of how events might have transpired differently in light of the use nonviolence as an avenue for social change in the 20th century. King’s ideas of civil disobedience, nonviolent protest, and pursuit of truth (based on Gandhi’s teachings and the ancient principle of nonviolence as a way of life) are emphasized.

Low bandwidth video:
http://video.csupomona.edu/ahimsa/BurkeRogerWilliams2-035.asx
High bandwidth video:
http://video.csupomona.edu/ahimsa/BurkeRogerWilliams2-245.asx

This lesson is designed to introduce the students to a real 6-year old African American girl, Ruby Bridges, who had an effect on life today through her attendance at a previously all-white school in New Orleans in 1960. Through facts presented, a narrative picture book read aloud, and a guided discussion, the students will gain an understanding of how actions by individuals and groups in the past contribute positively to our life today.

In Gandhi’s seminal work, Hind Swaraj, he asserts that men "are enslaved by temptation of money and of the luxuries that money can buy." This lesson is designed to introduce fourth grade students to the idea of consumerism through an examination of their own wants and needs. Students will examine their own possessions and then learn more about the range of numbers of possessions held by people throughout the world. Activities include sharing books, class discussion, creating graphs, examining advertising, and journal reflection.

This lesson is designed to introduce fourth grade students to the Season for Nonviolence through media, reading, and class discussion. Students will gain basic background on Mahatma Gandhi and Martin Luther King, Jr. through two stories of encounters with prejudice and injustice on public transportation. Through lesson activities, students will gain a basic understanding of the time periods, the basic missions, and the characteristics of these two important leaders. To reach this understanding, students will use the skills of comparing/contrasting and identifying cause and effect. With this background students will consider the meaning of nonviolence and its relevance in their lives and their world.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/SeasonForNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/SeasonForNonviolence-245.asx

Students view a presentation on Transcendentalists Ralph Waldo Emerson & Henry David Thoreau, provide written responses to primary source quotations and self-study questions, answer review questions, and create a chart (or essay) on Thoreau’s ideas. The lesson emphasizes the power of individual protest and fighting injustice.

Students will explore the exponential power of a number in several modalities and transfer the concept to real life experience and commitment. They will expand the connection of the power of a unit to the scientific, historical and character-building areas. They will discuss and write about their personal power to maintain the nonviolence in their environment. Finally, they will create a classroom quilt with each one adding a piece with their personal statement on promoting "respect and responsibility" in the classroom community. The quilt, the concept and the music will be used all year as a reminder and symbol of the personal and communal commitment.

Students in a self-contained class will learn about Gandhi’s methods of promoting non-violence by using it to resolve their own conflicts. They will learn about and apply swaraj, "home rule" and satyagraha, "truth- and love-force" in the classroom.

Students will participate in a simulation of life in a coal mining "patch" town in Pennsylvania in the late 1800s. Because the laborers suffered through difficult working conditions, they will organize to determine the best way to stand up for their rights using passive resistance. Each member of the group will determine his/her role in this process. They will use Gandhi’s idea of passive resistance, and also his methods, to determine and guide their actions.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/CoalMining-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/CoalMining-245.asx

In this lesson, eighth grade English Language Arts students will be introduced to M. K. Gandhi, not only as a nonviolent activist, but as a writer. After watching a short film on Gandhi as a writer, they will explore two excerpts of Gandhi’s writing, one narrative and the other expository. Students will identify the characteristics of what can make writing a nonviolent form of activism. Using a graphic organizer, students will work in groups to dissect Gandhi’s writing, categorizing the theme, similarities and differences, and effect of these excerpts. This and future lessons in the unit stress the importance of using one’s voice for social change.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhiAsAWriter-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhiAsAWriter-245.asx

Students will define forgiveness and how it leads to nonviolence (ahimsa). They will develop the notion by examining forgiveness through the eyes of Mohandas Gandhi. By reading several examples from his life, students will consider if the idea of forgiveness is absolute or conditional? Students will explore further examples from World History on how the act of forgiveness leads to nonviolence within a society.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Forgiveness-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Forgiveness-245.asx

After learning about the life and experiments of Mohandas Gandhi students will apply his experiments on truth and ahimsa (nonviolence) to their daily lives. Students will discuss the definition of violence versus nonviolence and the importance of applying the idea of Ahimsa. Using Some Basic Rules from Gandhi’s Way: A Handbook of Conflict Resolutions, students will create their own rules from which they will live by.

This lesson shall serve to introduce about thirty sixth grade students to Gandhi’s literary voice. It will differentiate Gandhi’s "autobiography" from other autobiographies studied throughout the New York State and Teachers’ College (Workshop Model) English Language Arts curriculum. Further, it will serve to motivate and empower students to experiment with reflection in their personal memoir. An enduring understanding will be that reflection on "experiments" in one’s life will distinguish his or her memoirs from more traditional autobiographies.

This lesson shall serve to introduce about thirty sixth grade students to the conception of swaraj according to Gandhi’s teachings. It will differentiate swaraj from other, more familiar forms of democracy that are studied throughout the New York State social studies curriculum of world history for the grade level. Further, it will serve to motivate and empower students to bring about social change in their local communities. An enduring understanding will be that the principles of swaraj can be applied to governments and other organizations of people around the world.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Swaraj-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Swaraj-245.asx

The following lesson plans are a place for all teachers to begin to offer young children the means to develop self-reflection, self-control and independence, awareness of environment and awareness of others. Both Gandhi and Montessori have set forth that the child learns through the senses and that the training and focus of the senses is crucial for the child to develop their capacities of observation: "...the sensory functions through which, receiving sensations from his environment, he lays the foundations of his intelligence by a continual exercise of observation, comparison and judgment. In this way he gradually comes to be acquainted with his environment and to develop his intelligence." (Montessori, 1914)

The children of today are growing up in a crucial time in the history of human societies, in the globalization of cultures and in the global effects humans have on the earth. We have learned a great deal about how important it is to have new generations talk about and understand the concerns of our current problems. However, it is just as important that children begin talking about building a future of peace. Teaching peace and values to young children is a challenge. These are difficult and abstract concepts for a young child to grasp. The following activities offer concrete symbols and works that represent the concepts and to bring them to a realm where all children can begin to incorporate the concepts in their daily lives.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/PeaceRainbow-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/PeaceRainbow-245.asx

This will be a culminating lesson of a unit of study involving the teachings of Gandhi and his relevance to the 21st century. Students will do this in small groups using discussion and representing their discussion visually. Following a review of historical applications, students will be assigned a format of their chose to create a final project entitled "The Essential Gandhi". A second component to the project will be a real life application of Gandhi’s principles as determined by each individual student.

This lesson is intended to help students to learn the steps and methods related to Gandhi’s teachings of Satyagraha; insistence on truth through love and compassion. These would involve Gandhi’s ideas related to steps in conflict resolution and methods of non-cooperation and nonviolence. It is also meant to give student’s experience in identifying the steps and methods in historical situations: Montgomery Boycott, Indian Independence, and school boycotts in South Africa.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Satyagraha-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Satyagraha-245.asx

This lesson will engage students in analyzing the organization Gandhi brought to the Indian struggle for sovereignty in the mid-twentieth century. Students will read primary and secondary sources, engage in lectures and discussions, and finally create a multimedia project about the impact that Gandhi had and the specific actions that were carried out.

Low bandwidth video:
http://video.csupomona.edu/ahimsa/HidebrandtFreeIndiaSpinningWheel-035.asx

High bandwidth video:
http://video.csupomona.edu/ahimsa/HidebrandtFreeIndiaSpinningWheel-245.asx

Students will read primary and secondary sources reporting the means by which individual members of the Sons of Liberty got their defiant message to the public and, more importantly, how they acted out their resistance.

The purpose of this lesson is to teach 30 tenth graders with an emphasis in World Literature about the transformative power of ahimsa, or the pursuit of truth through nonviolence. Incorporating Augusto Boal’s Theater of the Oppressed techniques, students will engage in adapting a piece of violent prose to dialogue, performing a group skit of the scene, and reenacting the scene multiple times in order to reach the ideal, peaceful scenario. While this lesson is written specifically within the context of Things Fall Apart, its methodology is applicable to any piece of literature that contains violence.

The purpose of this lesson is to teach 30 tenth graders with an emphasis in World Literature about the violence of media- specifically advertising- on women. Students will learn to evaluate and critique the stereotypes and messages that are portrayed of both men and women in the media, and how those prescribed gender roles contribute to violence in our society. Ultimately, students will write a letter to Gandhi in which they discuss the implications of his alternate view of women in a modern context.

This whole class lesson for second grade students provides an introduction to Gandhi’s life and his philosophy of Satyagraha. Students will listen to the book "Gandhi" by Demi, discuss the key events in Gandhi’s life and his principles and complete a character map. Students will begin to connect Gandhi’s philosophy with other known civil rights leaders like Martin Luther King, Jr. and Rosa Parks.

The purpose of this lesson is to give students an opportunity to become culture producers versus culture consumers. They will analyze Gandhi’s ideas of civilization and produce their own digital story using an original poem as the script, images from the web and original artwork. Students will be able to apply their own artistic style to produce a movie with a message/theme very meaningful to them.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ForPeace-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ForPeace-245.asx

This lesson will expose middle school students to social justice movements. Students will analyze the poem "This Poem Wants to Live in Peace" by Sangita Kumar, and do research (electronic and book-based) to further analyze leaders who created non-violent change. Students will finally write their own poems based on their research and will type, edit and format in Microsoft Word.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ForPeace-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ForPeace-245.asx

Students will review some of the basic concepts of Gandhi, including ahimsa, truth, and satyagraha. They will view a light-hearted view of Gandhi’s methods and discuss the practical application of Gandhiís methods in todayís world. Students will read a short story entitled "Satyagraha", a story that takes place in a high school. One of the main characters uses satyagraha to deal with a bullying situation at school. Lastly, students will brainstorm and discuss situations in everyday life where Gandhi’s methods could be used. They will be presented with a ten-step process for resolving conflicts.

In this lesson students will be looking at the connection between violence and poverty based on the quote by Gandhi, "poverty is the worst form of violence." After watching a short video clip, students will discuss how poverty is a form of violence. They will also discuss the distribution of wealth and the fairness of the disparity that exists between the rich and the poor. Gandhi’s concept of Sarvodaya, or "Well-being of all" will also be discussed.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/MusicalInterview-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/MusicalInterview-245.asx

The purpose of this lesson is to teach high school students about Dorothy Day as a notable figure in U.S. history, and how her life and dedication to nonviolence compared with the model exemplified by Mohandas K. Gandhi. Using cooperative learning with a possible service learning component, students will discover that commitment to nonviolence and service to others offers both personal and societal transformation.

The purpose of this lesson is to demonstrate to high school history students how the concept of power has often been and remains culturally and historically portrayed as violent and oppressive, a power that Gandhi referred to as the force of arms, or brute force. Students will also learn that there is a far superior power which offers individual and societal freedom and empowerment, the power of soul-force through nonviolence. Using Gandhi’s writings, magazine and film images as well as personal reflection, students will differentiate between the concepts of brute force and soul-force, develop awareness of how we are commonly shaped to view the concept of power as violent, and learn how to begin transforming our culturally shaped concept of power by developing ideas for nonviolent alternatives to personal and societal conflicts.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ViolenceOrNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ViolenceOrNonviolence-245.asx

Gandhi’s work can be distilled into four tenets of the "good life" : Spiritual, Economic, Political and Social transformation. The purpose of this lesson is to use Gandhi’s ideas and experiments to explore the spiritual transformation aspect of the "good life" by focusing on personal awareness and formulating conceptions of truth and spirituality. Students examine the nexus between truth, spirituality and religion.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TheGoodLife-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TheGoodLife-245.asx

The purpose of this lesson is to use a Gandhian lens to analyze critically materialism in a capitalist society. Gandhi’s philosophy as well as the students’ own burgeoning conceptions of truth will be applied to how the students make consumer choices in order to understand the ramifications of their choices for themselves, labor and natural resources.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TheGoodLife-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TheGoodLife-245.asx

This lesson is intended to serve as an introduction to the concept of civil disobedience. Students will begin the lesson with an introductory digital story that provides them with some basic background. After this introduction, students will read and analyze excerpts from the three founders of civil disobedience: Henry David Thoreau, Mahatma Gandhi, and Dr. Martin Luther King, Jr. Ultimately, students should be able to dissect the similarities and differences in the three theories of civil disobedience and identify how the writers affected each other’s ideas.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentCivilDisobedience-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentCivilDisobedience-245.asx

To complete this lesson, it is expected that students have background knowledge of civil disobedience and the teachings/actions of Thoreau, Gandhi, and King. The next step in understanding civil disobedience is now to apply the theory of the "founders" of civil disobedience to actual historical events in American society. Students will apply their knowledge of civil disobedience to these historical acts and will be able to identify what aspects of the act emulate the teachings of the authors that they’ve read and what parts are different. In this lesson specifically, students will learn about champion boxer Muhammad Ali’s refusal to participate in serving in the Vietnam War, his consequent arrest, and the Supreme Court case that ensued as a result of his protest. Students will consider how Ali’s religion influenced his actions. Students will be reminded of the larger frameworks of civil disobedience according to Gandhi and King. Students will also address if Ali, who made his career on violence, can be considered a nonviolent person simply because of his anti-war position. Ultimately, students will debate and answer the question of if Ali’s act of civil disobedience is along Gandhi and King’s theory or other lines.

We will use a conversation about "means and ends" to help students develop their own ethical philosophy, and possibly one for our classroom. We will use two quotes form Gandhi and discuss if Gandhi’s perspective makes sense, both in our own lives and in the interactions of nations.

Students will begin thinking about how nonviolence could be powerful. By using excerpts from the movie Gandhi and the documentary A Force More Powerful, students will see one example of how nonviolence was used to liberate a country.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TwoViewsOfPower-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TwoViewsOfPower-245.asx

This curriculum provides primary source materials to help students understand imperialism from the perspective of the colonizers and the colonized, focusing on Great Britain’s search for hegemony and material wealth and power. Also discussed is the struggle of a unified group of people struggling for self-rule and independence using nonviolent protest and ahimsa.

Students enhance their critical thinking skills by incorporating a nonviolent decision-making process with the mathematical order of operations as described by the California Content Standards for Algebra 1. Dr. Martin Luther King’s nonviolent sit-ins are used as an algebraic example of positive change as a result of nonviolent action.

The class will jigsaw primary source excerpts from Gandhi’s Ashram Observances using the "Walk n Talk" strategy in order to understand Mahatma Gandhi’s methods of nonviolence (satyagraha). Students will evaluate how effective Gandhi’s methods are for training effective non-violent warriors (satyagrahis) who are equipped to make effective revolution.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisVows-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisVows-245.asx

Students will engage in a historical simulation, re-enacting the feverish spirit of revolution at the eve of Gandhi’s famous Salt March. The setting of the simulation is India, 1930, in the fiery setting of the Indian National Congress (INC), the leading Indian nationalist organization. Students will take on the identity of contending factions within the INC, and students will present and debate arguments for how the INC should respond to the Salt Tax Laws. After voting the outcome, students will see the real story through viewing a film and writing a short answer responses.

This lesson (1 of 3) encourages students to reflect on violence in their own personal lives, reflect on their reactionary tendencies and re-write the scenario based on Ahimsa and Satyagrah techniques. At the same time, students will expand their notion of violence in the process of listening to others’ recounts of personal experiences. Last and not least, the teacher will have an opportunity to hear the students’ voice.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TheArtOfNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TheArtOfNonviolence-245.asx

This lesson (2 of 3) examines short-term social change versus long-term social transformation. Incidents from the non-violent revolution for independence led by M.K. Gandhi in India will used as both an example of social transformation through Gandhi’s methods of Satyagrah, as well as, a reflection of the short comings social change as exemplified by the riots during the partition after India’s independence. Students will apply their notion of social transformation to a Project of Action which addresses a current social injustice and applies the principle of Satyagrah to remedy it. (This issue will be the basis of a culminating multimedia project.).

The purpose of this lesson is to teach 30 5th/6th grade students strategies for achieving a sense of belonging and working for the belonging and equality of all people. Students will judge non- violent action as the best personal methods for achieving positive social change. Using cooperative learning students will create strategies for dealing with unfair treatment, discrimination and oppression.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/EveryoneBelongs-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/EveryoneBelongs-245.asx

Working in small teams, students will explore the basic concepts of human rights as defined by the international community. Then they will see how that’s rights can be denied by a government by studying the beliefs and experiences of Aung San Suu Kyi.

Students begin by viewing a short video that both engages their interest and stimulates their prior knowledge of Martin Luther King. This leads to a discussion of who Martin Luther King was, what he did, and what he believed. The students then review quotes from King in groups then share what these quotes mean. The discussion that follows should lead students to the conclusion that the principle of nonviolent confrontation can be applied to their interpersonal relations and can aid them in resolving conflict. Finally, students will apply these ideas on nonviolent conflict resolution to case studies in conflicts familiar to the students.

Low bandwidth video:
http://video.csupomona.edu/ahimsa/StrandIsConflictPartofLife-035.asx

High bandwidth video:
http://video.csupomona.edu/ahimsa/StrandIsConflictPartofLife-245.asx

Students will read, discuss and compare and contrast two similar stories (with different endings) with the goal to discover how one of them relates to Gandhi’s philosophy of Ahimsa. Also, students will read an additional story and consider an alternate ending that includes the transformation of all the characters with Ahimsa: non-violence through truth and love.

Students will learn examples of soft and hard forms of violence and nonviolence as well as the nonviolent philosophy and movements of Mahatma Gandhi and Rev. Dr. Martin Luther King with an emphasis on what Rev. King learned from Gandhi about Ahimsa and how nonviolent social change begins with personal transformation.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ViewsOfViolenceAndNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ViewsOfViolenceAndNonviolence-245.asx

Students read an excerpt from a speech by Oscar Arias Sanchez, a Nobel Peace Prize laureate and compare it to M.K. Gandhi’s use of words like "soldier", "weapon", and "fight". Arias Sanchez advocates de-militarizing our language, such as using "build a team" instead of "round up the troops." However, Gandhi uses language such as "soldiers of non-violence" when explaining Ahimsa (non-violence) and Satyagraha (soul-force).

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/MilitarizationOfLanguage-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/MilitarizationOfLanguage-245.asx

In this lesson, students will enter into a discourse between M.K Gandhi and former U.S. Senator Fred Thompson. Like many critics of non-violence, Thompson used the argument that non- violence means to do "doing nothing", but this lesson attempts to correct that misconception. World War II will serve as the context for this study, but the intent is to see non-violence as timeless.

The world history students will learn to make a connection between the history of Gandhi’s non-violent independence movement in India and current day issues around the world. An in- depth analysis of Gandhi’s ideas through the use of quotes and philosophies will take place in the forms of presentation, discussion, and writing.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/IsGandhiRight-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/IsGandhiRight-245.asx

In a world history class for English Language Learners, students will learn about Gandhi and his philosophies with pictures. By looking at pictures that represent Gandhi at different times in his life, students will observe how Gandhi and his lifestyle changed with the satyagraha movement.

In this lesson for 20 students, grades 2 and 3, students will discover the inspiration for Civil Rights leaders they have already studied (Martin Luther King Jr., Rosa Parks, Cesar Chavez). They will be introduced to Gandhi and his philosophy of ahimsa that so inspired those leaders. Students will then be able to see how ahimsa is utilized in today through a nonfiction picture book.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-245.asx

In this language arts lesson 20 students, grades 2 and 3, will use Gandhi’s writing in Hind Swaraj to further their understanding of ahimsa (nonviolence). Using the writing workshop model, students will generate a list of events from their own life that illustrate ahimsa and develop one of these into a narrative.

This lesson helps students understand the basic concept of ahimsa, using examples relevant to children at this grade level. Students are exposed to a brief biography of Gandhi and learn about his nonviolent resistance in India. Writing and drawing activities are used to assess student comprehension.

Description coming soon...

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/BarkatakiSoulForce-035.asx

High bandwidth video:
http://video.csupomona.edu/Ahimsa/BarkatakiSoulForce-245.asx

Description coming soon...

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/WhiteFourNobleTruths-035.asx

High bandwidth video:
http://video.csupomona.edu/Ahimsa/WhiteFourNobleTruths-245.asx

This lesson connects the principles of Gandhi with the work of civil rights activists Nelson Mandela, Cesar Chavez, Jane Goodall, Martin Luther King, Jr., and Mother Theresa. Students will share their understanding of Gandhi‘s impact on other leaders and their own lives through a writing activity.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/PathwayToPeace-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/PathwayToPeace-245.asx

This lesson assists students in analyzing and evaluating the relationship between an individual and his or her government with respect to law and justice. The lesson centers on an analysis of Thoreau’s On the Duty of Civil Disobedience and King’s “Letter from Birmingham Jail,” which provide a strong theoretical basis for civil disobedience. Writing-based activities are included.

This is a research-based lesson that exposes students to examples of nonviolent protest throughout the modern world. The ultimate goal of the lesson is to remove the sense that nonviolence is both impractical and anomalous in our contemporary society. Included with the lesson is an example of a digital story based on the American Civil Rights Movement that can provide a model for a student-developed project.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TheAfricanAmericanFreedomMovement-655.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TheAfricanAmericanFreedomMovement-655.asx

This lesson allows students to get to know the person Mohandas K. Gandhi, the man behind the leader. Children will be able to relate to Gandhi as they read and learn about him as a child and as he grows into an adult. They will study anecdotes about Gandhi and pay attention to the choices that Gandhi made based on his personal code of ethics even when he was a young child. Students will also make the connection that Gandhi was greatly influenced by his parents and his family. They will see that we are all shaped by the values we see modeled in our homes by our parents and families. Students will also learn that they can create a code of ethics to live by for themselves and make right-minded/ ahimsa decisions based on this personal code using Gandhi’s childhood and his life as an inspirational mentor.

This lesson focuses on the early life of Martin Luther King Jr. Through multiple anecdotes about Martin’s childhood experiences and several read-alouds about Martin’s life and accomplishments, students will get to know this great man and how he became such an amazing leader for the Civil Rights Movement. Students will also study the story of Ruby Bridges to further make a connection with this historical time period. The children will examine the events that took place in both Martin and Ruby’s childhood and identify the challenges these children faced as well as recognize the courage and personal struggle of each child. Students will also see how Martin learned to be a leader from his family and from distinguished mentors such as Mahatma Gandhi.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/WeAreDifferentWeAreTheSame-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/WeAreDifferentWeAreTheSame-655.asx

Using the principles of nonviolence set forth by Gandhi and King, teachers can transform the classroom environment into a close community where students and teachers perpetuate understanding, compassions and forgiveness. A nonviolent approach to discipline issues will result in conflict resolution between the two parties that will have lasting positive peace in the classroom.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TheCaseForNonviolencePrinciplesInTheClassroom-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TheCaseForNonviolencePrinciplesInTheClassroom-655.asx

Gandhi and King led supporters on long marches to demonstrate nonviolent civil disobedience. Teach these marches side by side with the distance formula and proportional reasoning to help students create a context within which the math concepts become more tangible and accessible.

This lesson focuses on Martin Luther King, Jr.’s life and the many ways he changed unfair laws to bring equal rights to all people through nonviolent means. Many events that happened in King’s early years shaped his future actions. All his life experiences taught him valuable lessons that compelled him to act for social change.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-245.asx

This lesson focuses on what different religions or denominations within a religion choose to believe. It may also be useful as a part of an examination of the Civil Rights struggle or even a discussion of the “separation of church and state.” The intent is to help the students better understand that religion is not static, nor is it exclusive to any one person or group. When people begin to understand belief systems from this perspective we can better understand one another. In this specific case, better understand the struggles that Dr. King encountered and how he approached his ideas to help end prejudice and segregation.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-245.asx

Students should have previously studied the process of modernization in order to benefit fully from this lesson. The process of Modernization is essentially the move that society in the West has made from a more agrarian/rural society to a more industrialized/urban one. The important question which Gandhi poses is, “what affect does Modern Civilization have on us as human beings?” By engaging in the ideas presented in this lesson, we can begin to understand the affects of Modern/Western Civilization upon us as it relates to war, crime, racism, punishment, terrorism and arguments like those over abortion or gay marriage.

This lesson leads students to consider the development of “new” civilizations, and the interplay between the foundational values of societies and the reality of the nations that they create. Students will also learn about the differences between systems-based and citizen-based approaches to building social values. Students achieve new understanding of these topics by examining two pivotal conflicts between nationalist leaders in history: between Gandhi and Nehru in India, and between Jefferson and Hamilton in the United States.

In this lesson, students will gain a deeper understanding of the political philosophy of Mohandas Gandhi through an investigation of his definition and criticism of modern civilization. Students will then test Gandhi’s critique through an exploration of conditions that have developed in Japan since the twentieth century. Students will learn that, within Gandhi’s seemingly archaic criticism, there are insights into the plight of developing nations.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisCritiqueOfModernCivilization-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisCritiqueOfModernCivilization-655.asx

The intent of this lesson is to imbue students with a better understanding of nonviolence from a historical and practical level. Students will identify, define, and discuss satyagraha, the driving force which enables social reform and provides remedy to injustice. (Comparable English terminology such as “soul force”, “truth force” or “soul power” may be utilized for ease of comprehension). Students will learn that before mass movements of social change can occur, the internal reformation and preparation of the individual is prerequisite to develop the character and will necessary when confronting violence both on personal and sociological levels.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/SoulPower-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/SoulPower-655.asx

Through the close reading of The Giving Tree by Shel Silverstein, students will gain an understanding to acts of goodwill for others and the purpose of selfless service. By performing deliberate acts of service over time, students can begin to develop ethical conscience which may enable them to make nonviolence the default response to conflict.

This lesson focuses on how we process frustration and despair when our goals are delayed and the path is full of hardships. Dr. King, as well as other leaders of the civil rights movement, was faced with the challenge of maintaining the positive, nonviolent focus of millions of protestors as they continued to actively practice noncooperation. Students will look at King’s public addresses which warn of the dangers and offer advice. Students will also look at “Harlem: A Dream Deferred,” by Langston Hughes and compare Hughes’ insights into the impact of delayed goals to King’s writings.

This lesson focuses on the role of song within mass movements for social reform. Students will learn that song can unify large quantities of people through interactive singing; educate, clarify, and reinforce the values and goals of the movement through customized lyrics; as well as strengthen and encourage nonviolent protestors as they face hardship. Songs used by Gandhi, King, and Chavez are represented within cultural and socio-political context then connected to current musical social commentary.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/FreedomSongsTheRoleOfSongInFreedomStruggles-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/FreedomSongsTheRoleOfSongInFreedomStruggles-655.asx

In this lesson, students will explore the effects of civil disobedience on the struggle for Home Rule in India and racial equality in America. Perhaps more importantly, they will examine the impact of writers and writing on politics and social change. This will occur through close reading and discussion of the texts.

This lesson focuses on Gandhi’s critique of modern civilization. It explores how Gandhi’s philosophy links to the works of American Transcendentalists Emerson and Thoreau, with an emphasis on their shared views about humanity and industrialization, as well as their use of civil disobedience strategies to affect social change.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/SimplicityInPracticeFromThoreauToGandhi-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/SimplicityInPracticeFromThoreauToGandhi-655.asx

While we tend to think of the social justice movements of Gandhi and King in terms of the changes they were able to make in societies and governments, both men concerned themselves with the conduct of the individual. Gandhi emphasizes that a change cannot occur in a community until it occurs in the conduct and belief of the individual members, while King understood that the path to nonviolence lay in the strength and determination of each of the people involved.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ThereIsAWar-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ThereIsAWar-655.asx

Mohandas Gandhi and Martin Luther King remain important examples of leaders who successfully opposed an unjust system of laws and government through the targeted use of civil disobedience and noncooperation. These men carefully selected specific laws that were indicative of prevailing systems of injustice, and formulated well-planned methods of addressing those individual laws in their ongoing efforts to change the system as a whole.

Part one of this two part lesson details three lesser-known historical concerns and/or events regarding nuclear weapons - the first occurring in 1945, the second 1962, and the third 2007. Part two hypothesizes the psychological framework that Gandhi and King would apply concerning the nuclear threat in a post 9/11 world.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-245.asx

Part one of this two-part lesson detailed three lesser-known historical concerns and/or events regarding nuclear weapons - the first occurring in 1945, the second 1962, and the third 2007. Part two hypothesizes the psychological framework that Gandhi and King would apply concerning the nuclear threat in a post 9/11 world.

The purpose of the lesson is to engage students in a thoughtful conversation about the definition of civilization and how civilization has changed in the modern world. In looking at the students’ perceived definition, it will produce multiple viewpoints about what is valued in modern civilization. To further deepen their thinking, the students will learn about Gandhi’s critique of modern civilization, and how his philosophy may help contemporary society to improve. This lesson can be used as an introductory piece for many units from a service learning project to the study of civil disobedience.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-245.asx

This lesson provides students with the opportunity to understand that for social change to happen there needs to be more than a few charismatic leaders. They will learn how change occurred in Montgomery because of the determination and sacrifices of thousands of citizens. They will learn about the Women’s Political Caucus, Jo Ann Robinson and many others who were key to this critical movement in the Civil Rights movement.

This lesson deals with giving very young students the language to solve conflicts that arise in the classroom or social settings in a nonviolent matter. It gives the students a bank of nonviolent phrases that they can use to practice this form of problem solving, while allowing them the opportunity to grow and find their own ways of doing this.

In this lesson students learn to develop their storytelling by telling stories from their lives that illustrate the concepts of violence and nonviolence. Students will use stories to begin to recognize the contrast the two ways of interacting. They will also begin to understand how nonviolence (actively making choices that are peaceful) is different from non-violence (the absence of violence). By sharing their stories and examining the situations in their and others’ lives, students will begin to understand these concepts and recognize them in the many forms they take.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-245.asx

In this lesson for 20 students, grades 2 and 3, students will discover the inspiration for Civil Rights leaders they have already studied (Martin Luther King Jr., Rosa Parks, Cesar Chavez). They will be introduced to Gandhi and his philosophy of ahimsa that so inspired those leaders. Students will then be able to see how ahimsa is utilized in today through a nonfiction picture book.

Students will understand the how writing can be a powerful, nonviolent tool in response to injustice. Students will interpret and analyze King’s” Letter from Birmingham Jail”. Even though King was in solitary confinement, he could not be silenced. Writing gave him a voice to address the injustices occurring in Birmingham and refute the criticisms of white moderates. Students will analyze the letter as a piece of persuasive writing and discuss how writing can be used as an agent of social change.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Birmingham-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Birmingham-655.asx

In this lesson students will learn what compassion is, what a compassionate person does and/or says, and dramatize & role play situations on how to respond compassionately to others. Students will also learn about how Gandhi and King showed compassion.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/CompassionTakeAWalkInMyShoes-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/CompassionTakeAWalkInMyShoes-655.asx

In this lesson students will learn what compassion is, what a compassionate person does and/or says, and dramatize & role play situations on how to respond compassionately to others. Students will also learn about how Gandhi and King showed compassion.

This lesson allows students to learn habits of mind which will help them become more effective learners and proponents for social change through identifying and making goals related to these habits. Students will discuss the meanings of persistence, managing impulsivity, metacognition, striving for accuracy, questioning and posing problems, and thinking interdependently , and will identify these traits in Martin Luther King's nonviolent movement for civil rights. After studying Martin Luther King's example, students will write their own goals for the school year utilizing the concept of nonviolent action and habits of mind.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/MartinLutherKingJrAndHabitsOfMind-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/MartinLutherKingJrAndHabitsOfMind-655.asx

Maria Montessori, an educational pioneer who created a method of teaching based on child development, developed an interdisciplinary approach called “Cosmic Education” that echoes many of Gandhi's teachings. Montessori and Gandhi both believed that individuals have a responsibility to learn about the world (and universe), understand the interconnectedness of life, and then nonviolently take action against injustices when necessary. However, this nonviolent work, as well as academic work related to the academic curriculum, can be done effectively only after an individual has learned self-control, thus gaining personal freedom.

The text for a children’s book on Gandhi’s life.

This lesson is designed to help youth start examining how honest reflection and dialogue are the foundation of self-expression and social change. In students’ work regarding this topic, they will analyze text (in non-fiction, literature and lyrics) in order to synthesize how historically words are used as a tool of development. The end goal would be for them to then use their own ideas and voice for the greater good: both personally and socially.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/SpittingTheTruthLookingForASpokesperson-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/SpittingTheTruthLookingForASpokesperson-655.asx

This lesson uses interactive strategies to identify how influence, energy and choice shape outcomes. By intentionally using creativity to foster a positive culture, a classroom can develop a cipher (a connected and focused, group of intellectuals) that bolsters nonviolence rather than negative peace, simple tolerance or violence.

In Birmingham in 1963, the civil rights movement had lost steam in a climate of fear. A controversial decision was made by movement leaders to allow an army of school age youth to march without a permit and face jail to dramatize the cause. In this lesson, students will explore the significance of that risky decision and examine the story of those courageous young activists who accomplished what adults had been unable to.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TheBirminghamChildrensCrusades-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TheBirminghamChildrensCrusades-655.asx

The nonviolent movement led by Mohandas Gandhi intrigued African American intellectuals and activists almost from its start. This lesson examines how one, Reverend Jim Lawson, attempted to train Nashville students to respond to violence with conscious nonviolence and love. It then follows Lawson’s recruits through their first big test, the Nashville Lunch Counter sit-ins and asks students in 2009 to put themselves in their shoes.

The students will explore two pivotal experiences in Gandhi’s childhood that led him to the concept of ahimsa through truth. They will begin to explore the impact of violent solutions to conflict by identifying feelings created by its use: power, powerlessness, anger, control, and frustration. The students will then reflect on the following question “If these are the feelings created by “solving” the problem has the problem been solved?” Students will then be introduced to the concept of ahimsa (nonviolence) by exploring the advent of ahimsa in the life of Gandhi.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Ahimsa-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Ahimsa-655.asx

The students will explore the power of nonviolence inspired by Gandhi and disseminated by Dr. Dr. King in the Black Freedom Movement, which demanded equal rights for all humanity regardless of race or ethnicity. They will explore the power of direct action, disciplined nonviolence as practiced by a group of people (individually or en masse) in order to achieve a political/social justice goal. They will explore the impact of individual contributions to the dismantling of segregation through the practice of direct action as illustrated by the historical contribution of Rosa Parks. Her arrest propelled Dr. King and his belief in the philosophy of nonviolent direct action to the forefront of the Civil Rights Movement.

This lesson will introduce Gandhi to children, focusing on his vision of unity and mutual respect. Students will develop awareness of children from Middle Eastern and Central Asian backgrounds through a variety of stories using authentic children’s literature. Students will notice and discuss similarities and differences between the story characters and themselves.

This lesson uses Gandhi’s concept of the oceanic circle in building a learning community based on mutual respect and equality. This societal structure can be visualized as concentric circles, radiating out from the center in a non-hierarchical fashion, rather than a pyramid with the power being at the top, over the masses at the bottom. In the oceanic circle, the individual is in the center. The circles radiating out from the center include family, school, town or city, state, country, continent, and ultimately the world community. The digital story accompanying the lesson provides a visual representation of this concept, as applied to the learning community.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/HowToBuildCommunity-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/HowToBuildCommunity-655.asx

Students will read and reflect on how nonviolence had guided both Dr. King and Gandhi in their lives. They will use the information to draw comparisons between these two individuals and analyze how they both chose nonviolent paths of life. Students can then apply the idea of nonviolence as a choice in their own life, and formulate ways in which they can choose to be nonviolent in their everyday lives.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/WhatIsNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/WhatIsNonviolence-655.asx

Students will understand Dr. King’s role as a civil rights leader as well as his influence on President Obama becoming an activist in civil rights. They will use this information to synthesize these two figures and reflect on how both men stood up for their beliefs and were able to create change. Students will demonstrate an understanding of these men as proponents of social change and will relate their actions to actions they can take in their own lives to create change by standing up for their own beliefs.

This lesson looks at how power in a society is tied to technological, economic, and social factors. Students critique Marx and Gandhi’s opinions on modern Western civilization, and the suggested means that each advocate to instigate change. Students examine the impact of the Enlightenment, the Industrial Revolution, and colonialism, and develop their own views of modern civilization and the role nonviolence can play in shaping it.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhiAndMarx-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhiAndMarx-655.asx

Students in this lesson examine how citizens and non-governmental groups, specifically ones practicing nonviolence, can influence governments. By looking at the role and function of nonviolent protests, students examine the role of the citizen in democratically based societies in forcing social and political change. Students look at examples of protest from the United States, South Africa, and India, and critique the methodology and motivation of nonviolence as a means to instigate social and political change. Part of this lesson asks students to consider the nature of “criminal behavior” and analyze what constitutes a “criminal” act.

Gandhi felt all people and things are interconnected. He believed in a unifying circle of humanity. Gandhi used this connection with all people to help end violence. Gandhi approached conflicts from a win-win point of view, valuing the other person’s ideas and perspectives. He honored all individuals, of all religious faiths, whether wealthy or poor. These things helped Gandhi win the affection of the British and the rest of the world and made India free.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisCircleOfLife-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisCircleOfLife-655.asx

This lesson focuses on Satyagraha, Gandhi’s concept of nonviolence and truth. In order to create social change, Gandhi believed in nonviolence with active resistance to injustice and reliance on truth. Components of nonviolent practices will be discussed along with specific applications of nonviolence as exemplified by the satyagraha practices of Gandhi.

This lesson looks at the characteristics of a successful leader by using examples of leaders who used nonviolence to change society. Students will discuss these characteristics and look in their own community to find people who exhibit these characteristics. By identifying community members they will better be able to see the important role effective leadership plays in our society.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/TakeAWalkInTheirShoes-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/TakeAWalkInTheirShoes-655.asx

This lesson will clarify the true meaning of nonviolence and teach the values associated with nonviolence. Students will become familiar with the Six Steps of Nonviolence and Six Principles of Nonviolence as put forth by Martin Luther King, Jr. Nonviolence and conflict should be addressed together, therefore students will learn the different types and levels of conflict. Discussion will be given to negative and positive peace and what that means to our community.

In this lesson, students will first be able to identify the eight characteristics of Gandhi’s concept of ahimsa. Second, they will be able to identify the six principles and steps on nonviolence based on King’s life and legacy. Finally, students will be able to write individual and group conflict scenarios to draft nonviolent solutions using the above mentioned concept and principles.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/EmotionsAndDecisionsJourneysOfNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/EmotionsAndDecisionsJourneysOfNonviolence-035.asx

The purpose of this lesson is for students to be able to identify Satyagraha; a concept of Gandhi’s philosophy meaning truth-force or love-force in every individual. They will be able to list references from MLK’s life and how he incorporated it to the Black Freedom Movement. In addition, student will be able to identify and describe personal situations using Satyagraha as a tool to promote individual and social development.

The primary purpose of this lesson is to establish a truly effective way to maintain class management in the art room. This could be done by establishing a civilization in the classroom using a balanced Gandhian system including success as a student, learning techniques, existing among other students, and appreciating one’s individual method of expression.

This lesson is meant to address violence and nonviolence as a subject matter. There are far too many teachable moments in a child’s life to allow passage without addressing that, which underlies all problems. This lesson will discuss ways that students see violence, times in history that nonviolence is used as a solution and ways they can use nonviolence as a solution. Art will be used as a means to look at and express violence as well as nonviolence.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NewWildWestConqueringMorality-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NewWildWestConqueringMorality-655.asx

This lesson is designed look at how people solve conflicts. Students will analyze Mahatma Gandhi and Martin Luther King’s nonviolent movements to social injustices. Students will understand the non-violent tactics and reasoning behind their resistance to violence during the Indian Independence Movement and the Civil Rights Movement.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/NonviolentMovement-245.asx

This lesson is designed to show students how religion has an impact on social change. Mohandas Gandhi and Martin Luther King’s social movements were greatly influenced by religion. Religion and spirituality were used for inspiration, guidance and support throughout their struggles for justice and freedom

This lesson, which can be used as a foundation for the lesson Dr. Martin Luther King, Jr.: Childhood Stories of Nonviolence by Michael Pinkava, encourages students to understand Mohandas Gandhi as a child and as a person who learned the power of “Satyagraha” through his life experiences. Students will have the opportunity to explore how they too are developing a sense of truth and nonviolence, and how they can be a leader of their own lives and their community.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ConflictResolutionThereIsABetterWay-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ConflictResolutionThereIsABetterWay-035.asx

This lesson, which can be used as an extension of the lesson Mohandas Gandhi: Childhood Stories of Truth and Nonviolence by Michael Pinkava, encourages students to understand Dr. Martin Luther King, Jr. as a child and as a person who learned the power of nonviolence through his childhood experiences. Students will have the opportunity to explore how they too are developing a sense of truth and nonviolence, and how they can be a leader in their own lives and in their community.

The students will be read and learn The 7 Habits of Highly Effective Teens. Through this study the students will learn what paradigms are, and how to distinguish whether the paradigms they have established in their lives are positive or negative. Once they have established a need for change we will focus on one specific principle, Habit #1 Be Proactive. This habit speaks to the theory of nonviolence that is exemplified through the stories of Gandhi and King’s life journeys.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ParadigmShiftsFromViolenceToNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ParadigmShiftsFromViolenceToNonviolence-655.asx

The students will be read and learn The 7 Habits of Highly Effective Teens. Through this study the students will learn what synergy is and why it is an important principle to base their decisions on. Examples of how Gandhi’s Salt March and King’s Sit-Ins achieved synergy by imploring nonviolent resistance and gaining feelings of pride empowerment. Habit #6 is Synergize. This habit values and celebrates differences. People are often threatened by differences of opinion, perspective, or backgrounds of other groups. By seeking out, identifying, and recognizing these differences allows individual or groups of people to create a common purpose that will benefit all parties involved.

This lesson explores a moral dilemma that was at the heart of the anti-apartheid struggle in 20th century South Africa: what requires more courage—violent or nonviolent resistance? The essay delves into the writings of Mohandas Gandhi and Martin Luther King Jr to explore the often unpopular argument that nonviolent means require the greater degree of bravery.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/CourageNonviolence-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/CourageNonviolence-655.asx

This lesson seeks to bring to light examples of youth participation in nonviolence resistance beyond the historic 1976 protests of South African high school students. In particular, it highlights the role of black high school students in the 1950/60s black freedom struggles in the southern US. Finally, this lesson explores the attitudes of Gandhi and King towards youth participation in nonviolence.

This lesson delves into subjugated groups who found nonviolent ways to not only counter a discriminatory system, but abolish and create reforms that benefit all of society. The use of Satyagraha will be exemplified through two extraordinary protests led by Gandhi and King on two different occasions, and how individuals came together to create a positive social change.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/ANonviolentWorld-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/ANonviolentWorld-655.asx

Newspaper articles, advertisements, magazines, and television help to indoctrinate young kids with concepts of beauty which may in fact be more detrimental to health and self-identity. Gandhi believed that modern civilization should concentrate less on material matters, and more towards self growth. Throughout history, women have been viewed as a commodity that presently in our western culture has enabled a growing market for various beauty regimes, exercise programs, cosmetic surgeries, etc. The Gandhian vision of modern civilization sees other important qualities, away from physical appearance, that both men and women can contribute.

This lesson offers students an opportunity to explore Gandhi’s Salt March as one example of a response to colonialism. Students will begin by familiarizing themselves with the march as an event, who was involved and how the protest was carried out. They will also explore nonviolence as a strategy for change and will analyze Gandhi’s use of this strategy.

In this lesson students will explore the concept of “civilization” as defined by themselves, western society and different cultures around the world. Additionally, they will examine Gandhi’s ideas about civilization. Students will look at the impact that colonialism has on identity. Finally, students will examine Gandhi’s use of khadi as a teaching tool-- to instill value (labor), to protest (colonialism) and to redefine Indian identity.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/Civilization-SuzannahTaylor-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/Civilization-SuzannahTaylor-655.asx

This lesson asks students to investigate Martin Luther King’s decision to speak out against the war in Vietnam. By reading excerpts from King’s speech and analyzing other primary source documents, students will examine why King made the decision to speak out, how people inside and outside the movement responded, and how his analysis of the connections between war, racism, and imperialism echo in our world today.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/KingsBeyondVietnamSpeech-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/KingsBeyondVietnamSpeech-655.asx

Social change is inspired by countless acts of individual resistance that slowly lead to an overall shift in consciousness and material conditions. This lesson focuses on recovering the histories of two of the lesser-known antecedents to the historic Brown v. Board of Education decision. In 1946 Gonzalo Mendez filed a lawsuit in Federal Court on behalf of 5000 Mexican-American students forced to go to segregated "Mexican schools" in Orange County, California. His case helped establish legal precedence for the latter Brown case. A few years later in Virginia, 16-year old Barbara Johns organized a walk-out and student-strike against her segregated high school. Her case became one of the four cases that was part of the Brown litigation itself.

This lesson focuses on Gandhi’s beliefs in nonviolence through thoughts, words, and deeds. Students will compare Gandhi’s philosophy of nonviolent resistance, known as satyagraha, to the violent war practices and training of medieval knights and Japanese samurai (taught earlier in the year and now as a review). They will be exposed to the mindset of a nonviolent warrior and understand the purpose, courage, training and outcomes associated with the Gandhian path of nonviolent action.

This lesson has students analyze the courage that Dr. Martin Luther King, Jr. and his followers had after the bombing at Birmingham’s Sixteenth Street Baptist Church, which killed four girls. Students will contemplate how Dr. King and other African Americans were able to continue on, keeping the focus on nonviolent protest and avoiding hatred, bitterness, and retaliatory violence after this tragic and violent act.

Teachers will learn about Gandhi’s ashrams. Ashrams were community farms that were self-sufficient. Gandhi and his family frequently lived on these farms. The community members of the ashrams grew their own food and prepared it, made their own cloth, cleaned the ashram, and lived a simple life. Teachers can relate the information to students by discussing school gardens, where food comes from, what happens to trash, and preparing and eating food together.

Low bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisAshramsSchoolSustainability-035.asx
High bandwidth video:
http://video.csupomona.edu/Ahimsa/GandhisAshramsSchoolSustainability-655.asx