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Where the Wild Things Are

Teaching Excellence Of her days at UBC, Tiffany is quick to praise the supportive faculty and experience of collaborating with cohort colleagues. You cannot do it if you exaggerate animosities. So from a practical point of view, you don't want to blow up Nashville downtown, you simply want to open it up so that everybody has a chance to participate in it as people, fully, without any kind of reservations caused by creed, color, class, sex, anything else.

Through nonviolence, courage displaces fear; love transforms hate. Acceptance dissipates prejudice; hope ends despair. Why sit-ins, marches, and so forth? Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has refused to negotiate is forced to confront the issue.

It seeks to dramatize the issue that it can no longer be ignored.

My citing the creation of tension as part of the work may sound rather shocking. But I must confess that I am not afraid of the word "tension. Reverend Dr. Martin Luther King, Jr. Now that students are familiar with the rationale and goals of nonviolence, they are ready to discuss these ideas and apply them to today. Use the following prompt to begin the discussion: How might a nonviolent approach be used to confront injustice and violence in the world today?

Under which circumstances might a nonviolent approach be successful? Are there situations where you think a nonviolent approach may be less likely to make an impact?

You might want to structure the discussion as town hall circle. Understanding the philosophy of nonviolence as a response to injustice and violence is as relevant to our world today as it was to civil rights activists fifty years ago. Below are some ways to evaluate students' understanding of the philosophy of nonviolence while also helping them see the relevance of nonviolence to their own communities, nation, and larger society.

Teaching Ideas

These activities can be completed in class or assigned for homework. The purpose of this class is to help students understand one approach to challenging injustice-the philosophy of nonviolence-and to understand how this strategy was deeply connected to the ultimate goal of its followers: achieving the Beloved Community. The philosophy of nonviolence has deep historical roots and has been advocated by individuals and groups around the world. This lesson focuses on the philosophy of nonviolence espoused by activists during the civil rights movement in the United States in the later half of the twentieth century.

As an extension activity after this lesson, you might have students research nonviolent movements in other parts of the world such as Chile, India, Northern Ireland, and South Africa. Students explore the six steps of nonviolent social change that activists during the civil rights movement practiced. Students identify the tactics of nonviolent action used during the civil rights movement and consider how these tactics can be used today.

Students build a definition of participation and reflect on several episodes throughout history when young people chose to take a stand. The Philosophy of Nonviolence 2.


Six Steps for Nonviolent Social Change 3. Tactics of Nonviolence 4. Taking a Stand: Models of Civic Participation. Add or Edit Playlist. Learning Objectives The purpose of this lesson is to help students Understand the goals of the nonviolence movement, especially the concept of the Beloved Community Understand the rationale of using nonviolence as a strategy to achieve the Beloved Community Consider how the philosophy of nonviolence can inform responses to injustice and violence today. Warm up: To help students connect to the focus of the lesson-the philosophy of nonviolence as a response to injustice-provide students with an opportunity to reflect on their own knowledge or experiences regarding responses to injustice.

As a transition to the main activity, you might ask students to take a few minutes to reflect on the following questions: What if individuals and groups only responded to injustice through nonviolent means? Here is one way you might structure this activity: In small groups, ask students to paraphrase the excerpt below from Martin Luther King's Letter from Birmingham Jail. This quotation gains its power through King's use of powerful images.

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You might ask one student in the class to read the quotation aloud before beginning this exercise, or you might even have the class read the excerpt together. For a longer excerpt of this document, as well as background information about King's motivation for writing it, refer to page of the Eyes on the Prize study guide.

The Bedroom Philosophers Lesson Plans

There are various different philosophical theories addressing this issue. First, it is important to see what the children think about where the wild things are. Philosophers in the empiricist tradition often claim that we can only imagine things using the materials that we have previously perceived. Max sailed through night and day and in and out of weeks and almost over a year to where the wild things are. This book module deals with metaphysics , society , specifically punishment , and the mind , specifically the imagination. You can buy this book on Amazon.

Resources – Pedagogical Guides,Curricula, and Lesson Plans | Squire Family Foundation

Recent Changes - Search :. View Edit History Print. This website was developed with the assistance of the Squire Family Foundation. Questions for Philosophical Discussion Max was sent to bed by his mother without eating anything. How do you think Max feels when his mother sends him to his room?

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