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What is needed for reconciliation? |
3/6/18 |
In the last unit students examined peace and conflict and reflected on the importance of constructive dialogue. In this unit we build on that by delving deeper into peacebuilding by exploring reconciliation. The unit investigates how we deal with the consequences of colonization and the experiences of injustice and exploitation.
Students begin this unit by reflecting on what is needed for reconciliation by considering four terms--truth, justice, mercy and peace. The class is first introduced to an example of reconciliation. Using the example, students describe how they understand the term, namely describing the reconciliation as a rebuilding of relationships. Groups are then formed to embody one of the four terms so that they can consider their relationship to reconciliation. Representatives from each group form a circle to dialogue about their concerns, goals, and fears in the process of reconciliation. |
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Why did colonial empires decline? |
3/7/18 |
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How did colonial decisions sow seeds of conflict in the Middle East? |
3/8/18 |
In examining conflicts, we begin with the historical roots of the conflict and examine the issues that concerned each party before the conflict began. Students examine the Palestine-Israel Conflict by identifying the goals and actions of the British, Zionist Jews and Arabs for the post-WWI settlement of the Middle East after the Ottoman Empire.
While the conflict is often presented as a Jewish Palestinian problem, the roots of the conflict lie in the colonial history of WWI. Western colonization left a legacy of tensions that they do not typically own up to. As the Palestinian blogger Lina Al-Sharif tweeted on Armistice Day, the "reason World War One isn't over yet is because we in the Middle East are still living the consequences". |
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What obstacles prevent peace in the Israel-Palestine conflict? |
3/9/18 |
Having understood the roots of the conflict, students turn to how the tensions reach a crisis point with the formation of the state of Israel. Violence breaks out over several wars and despite attempts at peace, the territorial conflict remains.
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What was the Indian experience of colonization? |
3/12/18 |
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How did Indians respond to British injustice? |
3/13/18 |
Students examine the problems Indians faced because of colonization, namely racism and increasing poverty. The two major ways Indians attempted to achieve independence was either through violence or working from within the system.
Gandhi introduces a third way. We begin to explore his vision for responding to injustice by thinking about how he reflects on anger in Grandfather Gandhi by Arun Gandhi and Bethany Hegedus. Anger is like electricity that can be destructive like lightning or channeled for a constructive use like lighting a lamp. (A student also suggest the analogy of fire as a destructive force of a wildfire or as a constructive force, like in cooking and keeping warm.) |
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How did Gandhi respond to British colonization? |
3/14/18 |
Civil disobedience becomes a sacred duty when the state has become lawless or corrupt. And a citizen who barters with such a state shares in its corruption and lawlessness.
Mohandas K. Gandhi
We return to thinking about anger and how Gandhi understands this natural human emotion as a force for good. The energy, emotion and power of anger has most often been channeled to violence, shouting, and vengeance, but it can also be channeled to energize action for positive change. Students will examine Gandhi's philosophy of satyagraha, "truth force", as active resistance to injustice. After understanding the ideas and principles of nonviolence, students will trace his philosophy at work by watching two examples of this in the movie Gandhi (1:18:00-1:41:00 and 2:01:30-2:20:40). They will identify the six principles of violence in Gandhi's campaigns. (For those unable to access the movie Gandhi, his teaching and actions can also be examined through the documentary A Force More Powerful.)
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A force more powerful from Loren Crawford on Vimeo. |
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How did Gandhi press for reconciliation despite the partition? |
3/15/18 |
Students will watch the final segment from the movie Gandhi (2:36:43-3:04:20) in order to consider the results of the partition as a mass migration begins and reflect on Gandhi's response to bring calm to the violence that ensues. Students will then reflect on what the principles of nonviolence would look like if they were to try to live them.
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How did Africa push for independence? |
3/19/18 |
In examining the decolonization of Africa, students first review the historical legacy of colonial boundaries and economic policies on modern Africa. Then students examine how nationalist movements pushed for independence (in the Africa: States of Independence clip 23:00-33:00), particularly in Pan-Africanism (in The History of Pan African Movement).
Debt Crisis |
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What was the experience of Blacks in apartheid South Africa? |
3/20/18 |
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How did Africans resist apartheid? |
3/21/18 |
Students examine the challenges Africans faced in seeking justice under an apartheid regime. The blindness and inhumanity of those allied with the apartheid government was dramatic and yet violent resistance to it was mostly unsuccessful. Student examine how nonviolent action from within and from international allies put pressure on the government to dismantle apartheid.
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How did South Africa attempt to reconcile? |
3/21/18 |
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