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    LEARNING GUIDE TO:

    A Force More Powerful


    One of the Best! This movie is on TWM's short list of the best movies to supplement classes in United States History, High School Level.

    SUBJECTS — World/India, Poland, Denmark, Chile, South Africa; 1800s - the;
            Present; U.S./1945 the Present; Civil Rights Movement, Tennessee;
    SOCIAL-EMOTIONAL LEARNING — Peace/Peacemakers;
    MORAL-ETHICAL EMPHASIS — Citizenship.

    Age: 12+; No MPAA Rating; Documentary; 1999; length: six sections each between 20 and 30 minutes in length; Color; Available from the filmmakers directly.


    Description:     This documentary chronicles the rise of nonviolent action by large numbers of people as a force for political and social change. The movie provides six examples in which nonviolent mass action changed the history of the 20th century.

    A Force More Powerful can serve as the basis for a two or three week unit exploring nonviolent mass action as a force for political and social change. The movie comes in six separate sections. Teachers can select the sections that would provide the most assistance in their classes. For example the first two sections, dealing with the Nashville sit-ins and the movement seeking independence in India, are an excellent supplement to a unit on the U.S. Civil Rights Movement or for a class in government/civics. The sections on the Indian independence movement, Solidarity's challenge to Poland's communist government, and the defeat of Pinochet in Chile are an excellent capstone for a contemporary World History class.



    Benefits of the Movie:     This documentary graphically demonstrates that as war has become more violent, people have adapted by developing a new political force of immense power: nonviolent mass action (also called civil disobedience). This film shows the modern origins of the movement with Gandhi in South Africa and India. It describes five other examples of nonviolent mass action at work. Nonviolent mass action continues to be a major source of political and social change throughout the world. TeachWithMovies.com believes that no student will have a good grasp of world or U.S. history without an understanding of this new tactic for social and political change.

    A Force More Powerful provides its own historical background. Our independent research has confirmed many of the historical facts presented by the movie. This Learning Guide will provide additional background on the situations featured in the film and more examples of important political and social changes created by nonviolent mass action.

    The story of the Nashville sit-ins and Mr. James Lawson is particularly relevant to U.S. students. See We Were Warriors -- Nashville 1960. Another important benefit of the film is that at least two of the major actors were relatively young when they served as leaders of nonviolent mass action. James Lawson was 30 years old and Mkhuseli Jack was 27.

    Note: There is a very helpful web site from the filmmakers with three lesson plans and other resources. The TWM Learning Guide to A Force More Powerful has been designed to supplement the lesson plans on the filmmakers' web site. For example, the filmmakers do provide suggested answers to their proposed discussion questions (that section on lesson plans web page. This Learning Guide recasts those discussion questions, supplements them, and provides suggested answers. The Historical Background contained in this Learning Guide does not duplicate the background provided by the movie or the filmmakers in their web site, but adds important and interesting facts. For example, in Chile, Augusto Pinochet did not simply disappear after he was defeated in the plebiscite described in the film. The section of this Learning Guide on Chile describes the extent to which Pinochet, the Chilean right wing, and the Chilean military continued to be a major force in Chile's governance for decades despite losing the plebiscite.



    Possible Problems:    None.


    Parenting Points:     This is history but it is unique history. First, tell your kids that this is the story of us, of the people who are not powerful, acting together to change history. Second, these five examples are just the tip of the iceberg. Nonviolent mass action brought down the Soviet Union which was then a superpower that rivaled the United States. The people of many countries around the world have used nonviolent mass action to remove repressive regimes. In addition, nonviolent mass action was the major new political development of the 20th century.

    This Learning Guide provides additional facts about each incident that children will find interesting. Check the Index to the Helpful Background section for information about any of the examples shown in this documentary that may interest your children.
 






LEARNING GUIDE MENU
Benefits of the Movie
Possible Problems
Parenting Points

Helpful Background
  1. General Discussion
  2. We Were Warriors -- Nashville 1960
  3. Defying the Crown -- India 1930 -- Learning Guide to "Gandhi"
  4. Freedom in Our Lifetime -- South Africa 1984
  5. Living with the Enemy -- Denmark 1940
  6. We've Caught God by the Arm -- Poland 1980
  7. Defeat of a Dictator -- Chile 1983
Curriculum Standards

Supplemental factual material, discussion questions, links to the Internet, and applicable vocabulary are contained in each Helpful Background section. For Social-Emotional Learning and Ethical Emphasis discussion questions, see Learning Guide to "Gandhi".




QUICK DISCUSSION QUESTION:   Give two examples not shown in this film in which nonviolent mass action led to a change in government or government policy.

Suggested Response: See Helpful Background Section.



"Disobedience is the true foundation of liberty."   Henry David Thoreau.



"Civil disobedience is the assertion of a right which law should give but which it denies... Non-cooperation with evil is as much a duty as cooperation with good... All through history the way of truth and love has always won. There have been tyrants. . . and for a time they can seem invincible, but in the end they always fall, always."   M.K. Gandhi



"You cannot wait for someone else to do it. You cannot wait for the government to do it. You must make it happen through your own efforts and action and vision." -- a student active in the Nashville sit-ins of 1959.



    Helpful Background:

    A note about nomenclature.    Civil disobedience has come to mean masses of powerless people acting nonviolently to change their situation. However, civil disobedience also has a more specific meaning: refusing to obey unjust laws or, in an effort to publicize injustice, breaking other laws. In this Learning Guide the term "civil disobedience" will be used in that more limited sense. The larger set of tactics, pioneered by Gandhi and used in countries all over the world, including boycotts, sit-ins, demonstrations, marches, etc. will be referred to as "nonviolent mass action."

    Key Concepts Stressed in the Film

    • The 20th century saw the rise of a powerful new weapon for political and social change. It was used on every continent and in almost every decade. Sometimes called civil disobedience, but more correctly described as nonviolent mass action, this new way of forcing governments and societies to change was pioneered by Mohandas Gandhi, a leader of the movement for Indian independence. Gandhi was so revered by his people that he was given the name "Mahatma" which is a Hindu term meaning "Great Soul", a person to be revered for wisdom and selflessness.
    • Nonviolent mass action is a tool of the underdog, used by powerless people to defeat those who control armies, governments and economies.
    • Nonviolent mass action usually requires economic pressure to be successful.
    • Nonviolent mass action usually, but not always, is very open, honest and public about its goals and strategies. Good examples are the Nashville sit-ins of the 1960s and Gandhi's march to the sea to make salt.
    • Nonviolent mass action must adapt to the particular situation and especially to the psychology of the oppressor. For example, Gandhi could use certain tactics against the British, who had a sense of fair play and who liked to view themselves as enlightened rulers. However, when the Danes were resisting the Nazis during World War II, tactics of making every protest open and public would not have worked. As a result, the Danes had to adapt their tactics by using secrecy and subterfuge.
    • Nonviolent mass action against a government is effective when the people withdraw their consent to be governed, thereby destroying the legitimacy of the government. When a government uses force to control its population, it has conceded that it has lost the people's support and therefore its legitimacy.


    Methods of Nonviolent Mass Action -- Three Types

    198 Methods of Nonviolent Action have been catalogued. They can be divided into three categories: protest, noncooperation, and direct action. In the paragraphs below some of the methods used in India, Nashville, and South Africa are discussed in relation to these categories.

      India: protests: mass meetings and demonstrations publicized the activists' demands and motivated the activists' supporters; noncooperation: refusal to pay the salt tax publicized the injustice of British rule and deprived the government of income; the boycott of cloth made in England dramatized the fact that Britain profited from its occupation of India and that every Indian was injured by British rule; the cloth boycott also put economic pressure on certain businessmen and divided the English; resignations of officials disrupted the British administration and provided publicity; direct intervention: the effort to take over the salt works attempted to disrupt British administration; by provoking an overreaction to demonstrate the brutality of British rule; it showed beyond doubt that British rule was imposed for the benefit of Britain, not to help ordinary Indians;

      Nashville sit-ins: protests: mass meetings and the march on the Mayor's office publicized the activists' demands and motivated the activists' supporters; noncooperation: the boycott of downtown stores that would not integrate their facilities put financial pressure on the business community and also led to publicity; it divided the oppressors by hurting businesses in a particular segment of the economy; direct intervention: sitting at the lunch counters dramatized the injustice of being able to buy merchandise in a store while being denied service at the store's lunch counter; it also caused tremendous business disruption and put pressure on one segment of the community;

      South Africa: protests: there were mass meetings which publicized the activists' demands and motivated their supporters); noncooperation: the boycott of the merchants put financial pressure on one segment of the business community and divided the oppressors; the sit-ins were also events that led to publicity; direct intervention: None. (Direct intervention by the South African protesters would have led to brutal repression.)


    Three Sources for the Power of
    Nonviolent Mass Action

    Nonviolent mass action forces change in three ways. It changes hearts and minds of the public and of the opponents of the protesters. Second, it hurts the pocketbook of those whose behavior it seeks to change. Third, it prevents those whose behavior it seeks to change from going about business as usual.

    These are more fully described as follows: (1) Changing Hearts and Minds: nonviolent mass action works on the ethical perspective of the majority and the powerful by challenging the morality of their conduct. It points out contradictions between the values of the powerful or of the majority and their actions. When the hearts and minds of the majority are changed, modification of policies and actions will naturally follow. Even if the entrenched powers are not convinced, it is difficult for governments or ruling elites to enforce policies rejected by the general public. (2) Applying Economic Pressure: mass nonviolence puts economic pressure on the ruling powers through boycotts or other economic sanctions that hurt some of the ruling elite economically. This pressures and divides the ruling powers. (3) Preventing Business As Usual: Finally, by making the administration of the government or the functioning of society more difficult, nonviolent mass action pressures target groups to make concessions.

    Other Examples of Nonviolent Mass Action
    in the 20th Century

    Examples of nonviolent mass action which achieved a change in government or in policy that are not cited in the film include: (1) parts of the American suffrage movement led by Alice Paul; these women picketed the White House, were imprisoned on false charges, and were badly mistreated in prison; (see Learning Guide to "Iron Jawed Angels"); (2) the use of strikes and boycotts (although some strikes have been associated with violence on both sides, the vast majority were peaceful); this includes the grape boycott by the United Farm Worker's Union, 1965 - 1970, led by Cesar Chavez; (3) the Russian revolution that toppled the Soviet Union in 1991; (6) the revolution that overthrew Ferdinand Marcos of the Philippines in 1986; (4) a general strike that forced the El Salvadoran dictator General Maximiliano Hernandez Martinez to relinquish power in 1944; (5) the protests of "Los Madres" (the mothers of the "disappeared") which grew into massive street demonstrations that forced the Argentinean military dictatorship to relinquish power, 1977 - 1983; (6) the "Velvet Revolution" in Czechoslovakia that drove the Communists from power in 1989; (7) The pro-Western "Orange Revolution" in the Ukraine which installed Viktor Yushchenko as President in 2004; (8) the "Rose Revolution" in Georgia in 2003 which installed the populist regime of President Mikhail Saakashvili; and (9) Executive Order 8802 signed on June 25, 1941 by U.S. President Franklin D. Roosevelt prohibiting discrimination against black Americans in defense industries and establishing a commission to investigate complaints of discrimination; the Executive Order was promulgated only after a credible threat by black leaders to hold a peaceful march on Washington by 100,000 people protesting discrimination in hiring in defense industries. (For the background behind Executive Order 8802, see No Ordinary Time by Doris Kearns Goodwin, 1994, Simon & Schuster, New York, pp. 246 - 253.) For a further description of some of these examples, see the filmmaker's web site Other Resistance Movements in the 20th Century. For a longer and more complete list, see Case Studies from the Albert Einstein Institution.

    Most of these examples of nonviolent mass action did not apply all of the principles of Satyagraha, the theory of promoting change through nonviolent mass action developed by Mahatma Gandhi. Instead they adapted the tactics of Satyagraha to fit the specific situation faced by the protesters.


    Notes on Satyagraha

    Satyagraha is not just a movement to force social and political change by defeating an opponent. Instead, it seeks to convert the opponent so that in the end, there is no defeat and no victory but rather a new harmony. Satyagraha operates by attaining insight into the real nature of an evil situation in a spirit of peace and love. In so doing the Satyagrahi encounters absolute truth. (In Hindi Satyagraha means "the devotion to truth" or "truth force.") Satyagraha seeks truth in a spirit of peace and love. A satyagrahi practices nonviolence always. The refusal to submit to the wrong, or to cooperate with it in any way, is an assertion of truth.

    As part of the truth telling process, Satyagraha requires that an actor warn others of his intentions and forbids any tactic suggesting the use of secrecy to advantage. Its full range of application includes more than civil disobedience and political action. It extends from the details of correct daily living to the construction of alternative political and economic institutions. Article on "Satyagraha" Encyclopaedia Britannica. 2005. The Complete Site on Mahatma Gandhi.

    Civil disobedient protesters often violate the law to which they object, such as segregation or draft laws. On occasion, in order to dramatize their arguments, protesters will violate other laws to which they have no objection and would enforce themselves. Examples are trespass or traffic laws. Activists who perform civil disobedience must be scrupulously nonviolent and must willingly accept the legal penalties for their actions. The purpose of civil disobedience can be to publicize an unjust law; to dramatize a just cause; to appeal to the conscience of the public; to force negotiation with recalcitrant officials; to "clog the machine" (in Thoreau's phrase) with political prisoners; to get into court where they can challenge the constitutionality of a law; or to end personal complicity in the injustice which flows from obedience to an unjust law.

    Classic Satyagraha uses publicity from the events of nonviolent mass action to work on both the conscience of the larger community and the conscience of the oppressors. In India, South Africa, Poland, and the U.S., economic forces were brought into play as well, through boycotts and disruption of business as usual.


    Discussion Questions -- Nonviolent Mass Action
    For suggested answers to the Discussion Questions    click here. To link to a comprehension test suitable to be passed out to students, click here
    1.  Early in his career, Gandhi described campaigns of nonviolent mass action as "passive resistance." Later he had second thoughts about this description. Does the term "passive resistance" accurately describe a campaign of nonviolent mass action? Explain your answer, focusing on each of the two words of the phrase.

    2.  What benefits have the people of the United States, black, white and others, derived from the influence of Mahatma Gandhi?

    3.  Methods of nonviolent mass action can be separated into three categories. Name the categories and give at least two examples of each.

    4.  What are the three main ways in which nonviolent mass action forces political and social change? These can be thought of as the sources of its power. Describe how each of the three works.

    5.  Would the tactics of nonviolent mass action have worked against Hitler, Stalin or Saddam Hussein?

    6.  How does nonviolent mass action work on the mind of the oppressor?

    7.  Was Gandhi correct when he said at the start of the march to the sea that the British were not in control, but the protesters were? Explain your answer and discuss how it applies to any nonviolent mass action against a government or its policies.

    8.  Compare and contrast (1) the situations faced by Indians seeking independence from Great Britain and by blacks in the U.S. seeking equal rights and (2) their responses.

    9.  If nonviolent protesters are attacked by the police or other opponents what should they do?

    10.  When many people are peacefully protesting against a government, refusing to cooperate, or engaging in nonviolent direct action, and the government restores its authority through mass arrests, beatings, and tear gas, what have the protesters accomplished?

    11.  When the British were resisting independence for India, they wanted Gandhi's supporters to get angry and become violent. Why would that have hurt Gandhi's campaign?

    12.  What is the role of the press, foreign and domestic, in a campaign of nonviolent mass action?

    13.  There are two major purposes for economic boycotts or other financial pressures in a campaign of nonviolent mass action. What are they?

    14.  How have changes in communication technology affected the kinds of power exercised by nonviolent movements and the regimes they oppose? What new tactics, for instance, might a present-day Gandhi employ in the era of the internet, cell phones, and email?

    15.  Gandhi said that the only devils in the world are those running around in our hearts. What did he mean by this?

    16.  What do you think would happened in the Israeli/Palestinian conflict if the Palestinians were to engage in nonviolent mass action rather than terrorism in their effort to secure an independent Palestinian state?

    17.  Which comes first in a democratic society, attempts to work through the democratic process or nonviolent mass action? As nonviolent mass action proceeds what, if anything, is the role of the democratic process?>

    18.  Give examples of five social or political movements, not described in the film, that have made use of nonviolent mass action.

    19.  Is it fair to say that the mass media (newspapers, radio and television) made nonviolent mass action an effective tactic?

    20.  How did the increasingly powerful military and intelligence powers of the state in the 20th century relate to the emergence of nonviolence mass action as a tactic to change governments?
    Questions 1 & 12 have been taken or adapted from questions 2 & 7 respectively from the Discussion Questions suggested in the web site from the filmmakers. The answers have been supplied by TWM. Except for Questions 8, 18, 19 & 20 the questions in this section are repeated in the discussion questions for the film Gandhi. For TWM's suggested answers, see Answers to Discussion Questions for A Force More Powerful.


    Links to the Internet for General Sites About Nonviolent Mass Action:
 




Nonviolent refusal to cooperate with injustice is the way to defeat it. -- attributed to M.K. Gandhi




"... [H]uman beings ... would say that arms are the most dangerous things that a dictator, a tyrant, needs to fear, but in fact, no ... it is when people decide they want to be free. Once they have made up their minds to that; there is nothing that will stop them." Desmond Tutu










"Violence has a very simple dynamic: I make you suffer more than I suffer. I make you suffer until you cry uncle and you surrender. That's what a war is. It's violence. The difference with nonviolence is: we don't want to beat the opponent up; we don't think that does any good." James Lawson




Index to Helpful Background Section
  1. General Discussion
  2. We Were Warriors -- Nashville 1960
  3. Defying the Crown -- India 1930 (Learning Guide to "Gandhi"
  4. Freedom in Our Lifetime -- South Africa 1984
  5. Living with the Enemy -- Denmark 1940
  6. We've Caught God by the Arm -- Poland 1980
  7. Defeat of a Dictator -- Chile 1983




Select questions that are appropriate for your students.






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BUILDING VOCABULARY: confined, bondage, repression, registration papers, mobilization, underdog, satyagraha. See additional Building Vocabulary sections relating to each episode.




Curriculum Standards Relating to the Use of Nonviolent Mass Action as a Force for Change for the 11 most populous states:
    Teachers and parents seeking the full range of curriculum standards which can be served by this film should carefully review the standards applicable to their state. The following is a base from which to start for the eleven most populous states. We have not included standards which apply to general concepts or to skills of analysis or performance.

California Content Standards: History-Social Science; Standard 10.9 ("Students analyze the international developments in the post-World War II world."); Grade 12: Principles of American Democracy and Economics: Standards: 12.3.2, 12.3.4; 12.9.7;

Texas Essential Knowledge Skills: Social Studies: Grade 8: 113.24 (b)(21)(C); World History: 113.33(c)(8) ("History. The student understands causes and effects of major political revolutions since the 17th century." The revolutionary new technique of nonviolent civil disobedience.), 17(A) & 17(B); World Geography: 113.34 18(D);

New York Learning Standards: Social Studies: Standard 2, World History, Key Ideas 1 - 4, Intermediate and Commencement;

Florida Sunshine State Standards: Social Studies: 8th Grade: SS.A.5.3.2; Grades 9 - 12: SS.A.3.4.9 & 10; SS.C.2.4.2, 3, 5 & 7;

Illinois Learning Standards: State Goal 14: Middle/Jr. High: 14.C.3 & 14.D.3; Early H.S.: 14.C.4 & 14.D.4;State Goal 16: Late Elemen.: 16.A.2c; Middle/Jr. High: 16.A.3a -c & 16.B.3d; Early H.S.: 16.A.4a & b; & 16.B.4b; Late H.S.: 16.A.5a & b;

Pennsylvania Academic Standards: History: Category 8.4, Through Grade 12: 8.4.12.A - D; Civics and Government: Category 5.2, Through Grade 9: 5.2.9.A -C & G; Through Grade 12: A-C, F & G; Category 5.3, Through Grade 9: 5.3.9 H & J; Through Grade 12: 5.3.12 H & J;

Ohio Academic Content Standards: Social Studies: Social Studies Benchmarks and Indicators by Grade Level Grade 6: Citizenship Rights and Responsibilities: 1 & 2; Grade 9: History: 13 and Citizenship Rights and Responsibilities 1 - 3; Grade 10: History 14.b & c; People in Societies 1; and Citizenship Rights and Responsibilities: 1 - 4; Grade 11: Citizenship Rights and Responsibilities: 1 & 2; 6.a, c, d & g; Grade 12: History 1 & 3; Role of Government 2; Citizenship Rights and Responsibilities: 6 - 8;

Michigan Curriculum Framework: Content Standards and Working Draft Benchmarks: Social Studies: II. Historical Perspective: Middle School: 2.2-4; 3.1 & 2; 4.2-4; High School: 1.2, 2.1-3; 3.1 & 2; 4.1-4; VII. Citizen Involvement: Middle School 1.1 & 1.2; High School 1.2;

New Jersey Core Curriculum Content Standards: Social Studies: World History, Standard 6.3: Through Grade 12: G.2, H.1 & H.3;

Georgia Performance Standards Social Studies, World History, Grades 9-12 pg. 30, Standard 19. SSWH19 a;

North Carolina Standard Course of Study: Social Studies: Ninth Grade, World History: 1.01, 4.05, 8.03 & 8.04; and Tenth Grade, Civics and Economics: 4.04 - 4.06, 4.09 & 6.06.




"We said we were going to desegregate downtown Nashville. Our first step was going to be desegregate lunch counters and restaurants. That of course was the first Gandhian step; that was the first step of nonviolence; to research and examine and focus on an issue; choose a target; choose an issue." — James Lawson




"Activists frequently discover the weakness of violence through our own experience. I remember during a training for the United Mine Workers Union talking with a leader who was recalling his days as a teenager in the coal mines. 'I have to tell you that I prefer the good old days when a strike meant that we could also tear things up, beat up scabs, shoot at company trucks -- you know, we had a lot of guns and knew how to use them. But,' he sighed, 'that stuff doesn't work any more. Go ahead, teach us nonviolent struggle!' . . . George Lakey, Executive Director of Training for Change, in Nonviolent Action as the Sword that Heals -- Can't Governments Crush Nonviolent Movements?




"A classic case was in El Salvador in 1944, when an armed uprising failed to overthrow dictator Hernandez Martinez. The government was strong enough to beat back armed struggle. So the students initiated a nonviolent insurrection, making a big point of the nonviolent part because of the defeat using violence. They threw Martinez out nonviolently -- 'people power' succeeded where violence had failed. The students in neighboring Guatemala were so impressed that they initiated a nonviolent insurrection against the 'iron dictator of the Caribbean' -- Jorge Ubico -- and Ubico was thrown out, too. [Footnote omitted] George Lakey, Executive Director of Training for Change, in Nonviolent Action as the Sword that Heals -- Can't Governments Crush Nonviolent Movements?








There are two ongoing situations in which non-violent mass action has not worked after decades of struggle. They are Myanmar (see Beyond Rangoon and Tibet (see Tibet: Cry of the Snow Lion). Do these situations show the limits of non-violent mass action? Are they anomalies? Are they the future? Will non-violent mass action eventually triumph? These are all interesting questions for discussion or essays.


    We Were Warriors - Nashville 1960
    (30 minutes with introduction; 25 minutes alone)

    HELPFUL BACKGROUND

    Segregation and Its Corrosive Effects

    Segregation was a system by which black people were forced to use second-class public and private facilities. In the Southern United States, during the period of segregation (roughly before 1964), there were separate public facilities, such as schools and hospitals, for whites and for blacks. Business establishments, such as restaurants, hotels, laundromats, and theaters, were also segregated with separate entrances and areas for blacks. Community institutions such as churches and museums, were segregated. Black people had to sit at the back of buses or in separate sections of trains. There were separate restrooms and water fountains. The neighborhoods in which people lived were segregated as well. States and local governments enforced these restrictions through "Jim Crow" laws which mandated segregation.

    Facilities provided for African Americans were almost always inferior to those provided for whites. Schools serving black children were funded at much lower levels than schools attended by whites. Often, black students were issued obsolete textbooks that had previously been used by white students. Black neighborhoods were usually less desirable and received fewer city services than white neighborhoods.

    There was also racial discrimination and segregation in other parts of the U.S. but it was less pervasive and was not supported by laws mandating segregation. Racial discrimination and segregation continue to this day, particularly in housing and education, but increasingly the barriers have been broken down. Certainly, segregation is no longer enforced by the government in any state. Milestones on the road to rid the nation of segregation, in addition to the Nashville sit-ins, were the 1954 U.S. Supreme Court decision in Brown v. Board of Education, 1954, and passage of the Civil Rights Act of 1964.

    Segregation, particularly in education and employment, denied black students the opportunity to realize their full potential, to be paid as they deserved for their work, and to live the American Dream. Segregation sent a message to blacks that they were inferior to other Americans; it was a mark of inferiority that was devastating to the self-esteem for many. It was a constant and irritating reminder that blacks were considered second class citizens by their white compatriots.

    The segregationist whites believed that they were entitled, because of their race, to the best facilities. However, segregation betrayed the political and cultural ideals of the Declaration of Independence. Relegating blacks to second-class citizenship because of their race, undercut basic ethical lessons taught at home and in the churches and temples that whites attended. Truth be told, it is harmful to live in a way that takes unfair advantage of others. This harm may be more subtle than the harm from segregation suffered by a black person but it is nonetheless real.

    For the United States as a community, segregation divided people along artificial, that is racial, lines. In that it denied African Americans an equal opportunity to better themselves and contribute to society, it denied society the benefits of their talent.


    James Lawson and
    His Contributions to the United States:

    James Lawson was a leading figure in the U.S. Civil Rights Movement. He was born into a family of Methodist ministers in 1928 and started preaching in his own right when he graduated from high school in 1947. As a young man, Mr. Lawson became a committed pacifist. During the Korean War (1950-1953) he was eligible for both a student and a ministerial deferment. Mr. Lawson declined to apply for either of them, refusing to cooperate with a system that made war. As a result he served thirteen months in federal prison for refusing to cooperate with the draft law. Upon his release, Mr. Lawson served as a missionary, campus minister, and coach at Hislop College in Nagpur, India. There he studied Satyagraha, the principles of nonviolent civil disobedience developed by Mohandas Gandhi. Mr. Lawson returned to the United States in 1955 at which time he met Dr. Martin Luther King, who urged him to come south and get involved in the Civil Rights Movement. "Come now!" Dr. King said, "We don't have anyone like you down there."

    Moving to Nashville, Tennessee, Mr. Lawson enrolled at the Divinity School of Vanderbilt University and soon began conducting workshops in nonviolence for the organization led by Dr. King, the Southern Christian Leadership Conference (SCLC). While in Nashville and throughout his career, Mr. Lawson trained many future leaders of the Civil Rights Movement in the principles and tactics of nonviolent protest. Jesse Jackson and many others have called him the "teacher" of the Movement.

    In 1959, student activists trained by Mr. Lawson launched a series of sit-ins that resulted in the integration, first of lunch counters and then of restaurants and other public facilities in Nashville, Tennessee. (For an interview with Mr. Lawson, see Interview: Rev. James Lawson from NPR.) Dr. King called Mr. Lawson the foremost theorist of nonviolence in the world and cited the Nashville sit-ins as a model for a successful campaign of nonviolent mass action.

    Mr. Lawson served with distinction in key roles in many of the most important efforts of the Civil Rights Movement. In 1960, he was one of the founders of the Student Nonviolent Coordinating Committee (SNCC). He served as coordinator of the Freedom Rides in 1961. In 1962, Mr. Lawson became minister of the Centenary Methodist Church in Memphis, Tennessee. In 1968, when black sanitation workers in Memphis went on strike for higher wages and union recognition, Mr. Lawson served as chairman of the strategy committee. James Lawson issued the fateful invitation to his friend, Dr. King, requesting his presence in Memphis to support the garbage workers' strike. Dr. King was assassinated while he was in Memphis.

    People in authority have often been unhappy with James Lawson's activities. In addition to incurring the ire of the federal government for resisting the draft, he was expelled from Vanderbilt University for his Civil Rights work. He has been jailed in nonviolent civil disobedience activities in Ohio, West Virginia, Kentucky, Tennessee, Mississippi, California and Washington, D.C. He has objected to U.S. military involvement abroad, particularly to the Cold War, the Vietnam War, and the wars in Iraq. He has opposed U.S. policy toward Cuba and U.S. policy in Central America. He has supported the rights of Palestinians, the demands of workers to increased wages and union representation, and the requests of gays and lesbians for equal treatment.

    Mr. Lawson moved to Los Angeles in 1974 to become pastor of the Holman United Methodist church. He is now retired but continues to be active in political and social causes. The United States is a better place because the Mr. James Lawson was one of its citizens.

    The Audiences the Demonstrators
    Were Trying to Reach

    The sit-ins, the marches and the boycott were designed to address many audiences. The following describes seven of these audiences and the reasons they were targeted by the protesters.

      (1) the segregationists, because nonviolent mass action always seeks to change the minds of the opponents;

      (2) the public officials, of Nashville, because they held the power of arrest;

      (3) the Nashville business community, because these people had a lot of influence with the public officials; this group was particularly vulnerable to the sit-ins because the controversy disrupted business;

      (4) the people of Nashville, because nonviolent mass action always appeals to the sense of justice of the people in the community who can pressure those in power to change the policy, especially in a democracy;

      (5) the citizens of the nation, for the same reasons as the residents of Nashville; the sit-ins were a major factor in getting Congress to pass a public accommodations law that prohibited racial segregation in restaurants, including lunch counters;

      (6) politicians outside of Memphis, particularly at the national level for the purpose of convincing them to pass laws banning discrimination; and

      (7) the people of the world, because the people of the nation and public officials in the city and national governments would be embarrassed for the failure of the U.S. to live up to the principles of the Declaration of Independence.

    Discussion Questions -- Nashville 1960

    For suggested answers to the Discussion Questions    click here.

    For these questions in the form of a comprehension test, click here. The test consists of the discussion questions slightly modified in some cases. The test is designed to be a learning experience itself. Allow 30 minutes for the test.
    1.  Segregation can be defined as the separation of black and white Americans in social, political and economic spheres of life. Describe: (a) the ways in which blacks were harmed by segregation, (b) the ways in which it harmed whites, and (c) the way in which it harmed the nation.

    2.  What characteristics of population and tradition made Nashville a good place in which to mount a challenge to the segregation of department store lunch counters?

    3.  Explain the symbolic value of the lunch counters of downtown department stores targeted by the sit-in demonstrators.>

    4.  What happened on February 27, 1960? Did it work to the advantage of the students or that of the segregationists? Explain the reasons for your answer.

    5.  What would have probably happened had the demonstrators fought back when they were attacked?

    6.  What strategic advantage did the demonstrators gain by deciding to remain in jail rather than posting the $50 bail?

    7.  Mr. Lawson instructed the demonstrators to look their attackers in the eye. What was his purpose in giving this instruction?

    8.  The sit-ins, the marches and the boycott were designed to address many audiences. Describe some of these audiences and explain the demonstrators' reasons for targeting these audiences.

    9.  The students considered the mass arrests to be a victory. What was their reasoning?

    10.  When he was a young man, Mr. Lawson went to jail rather than cooperate in any way with the United States military. People have very different opinions about whether this was a patriotic act. However, looking at the accomplishments of Mr. Lawson over his long career, do you think he was a patriotic American?


    Links to the Internet -- Nashville





    Sources for the short biography of Mr. James Lawson: This Far by Faith from PBS; Wikipedia; and Lawson to receive Distinguished Alumnus Award; .





  This section of the Learning Guide discusses segregation and its corrosive effects. It also provides additional details on Mr. James Lawson who trained the students conducting the Nashville sit-ins.

Click here for a web site from the filmmakers.



BUILDING VOCABULARY: holistic, experiment, overt, humiliating, segregation, desegregation, apartheid, KKK (Ku Klux Klan), Gandhian, discipline, anticipating, sit-in, dramatize, grievances, boycott, backfire, strategic opportunity, controversial, equivalent, contingency, a story of national significance, historic moment, on principal, indignation, mobilized, momentum, retailer.



PHOTOGRAPHS, DIAGRAMS AND OTHER VISUALS:   Photographs of Signs Enforcing Racial Discrimination: Documentation by Farm Security Administration-Office of War Information Photographers from the Library of Congress and Photographs -- Civil Rights Collection.



"The best-kept secret (about the Nashville sit-ins) was the training we received. Reverend Lawson was older, and he gave us confidence. I was a young, wild student.... Those movements that were successful had leadership training." Rev. Bernard Lafayette, one of the students trained for the Nashville sit-ins, quoted in "Nonviolence still key, civil rights leaders say" from Tennessean.com.


"Unfortunately the concept of nonviolence for many people is that you get hit on one cheek you, turn the other cheek. You don't do anything. But nonviolence means fighting back. But you are fighting back with another purpose and with other weapons." -- Bernard Lafayette



An assault on Big Saturday, February 27, 1960 -- One of the students' tactical goals was to remove business support for segregation by making it costly and controversial.




Singing "We Shall Overcome" -- The boycott allowed the whole community to participate.




James Lawson in a strategy meeting



There can be no change without enlisting the support of the majority.





John Lewis (later elected to the U.S. House of Representatives) talking to Police -- "Number one, your fight is to win that person over. And that is a fight. That is a struggle. That's much more challenging than fisticuffs." -- Bernard Lafayette


The white power structure in Nashville was fractured by the sit-ins. The business community needed relief from the boycott and began to look for a way to satisfy the students' demands.




Bernard Lafayette arrested. The arrests of the students dramatized their grievances.



    Photos by Vic Cooley / Nashville Banner archives.



The Nashville movement was "the best organized and most disciplined in the Southland." Dr. Martin Luther King, Jr., in remarks at Fisk University on April 20, 1960. Ibid.


Nonviolent campaigns require "fierce discipline and training, and strategic planning and recruiting, and doing the kinds of things you do to have a movement. That can't happen spontaneously, it has to be done systematically." -- James Lawson


"We had a philosophy which was the power of nonviolence. And that kind of power we felt was more forceful than all of their police force, all their law makers and all of their dogs, or billy clubs, or jails and that our capacity and willingness to suffer outweighed any power they had." Bernard Lafayette
 



Click here for a web site from the filmmakers.






    Freedom in Our Lifetime
    - South Africa 1984

    (25 minutes)

    After the end of apartheid, Mkhuseli Jack started a construction business in Port Elizabeth, South Africa. He devoted a lot of time to his family and was appointed to the Consultative Advisory Forum for Marine Living Resources.

    South Africa's Truth and Reconciliation Commission (TRC) is an excellent example of how a successful nonviolent reform movement treats its former opponents. The Commission was set up by the Government of National Unity to help heal the wounds of the apartheid era. The TRC had three committees: the Amnesty Committee, the Reparation and Rehabilitation Committee, and the Human Rights Violations Committee. On October 26, 1996 the TRC submitted a final report to President Nelson Mandela.

    People who had perpetrated political crimes during apartheid could obtain amnesty from the Commission if they made a full and truthful disclosure of their activities. Many white and black perpetrators confessed and were exonerated. See, e.g., the story of Amy Biel and the boy who murdered her in Learning Guide to "Cry the Beloved Country". However, many would not comply with this requirement and were denied amnesty. One example was the security officer who tortured Mkhuseli Jack in August 1985. See TRC AMNESTY COMMITTEE DECISION REGARDING GERHARDUS JOHANNES NIEUWOUDT.

    Archbishop Desmond Tutu was the chairman of the TRC. Below is a section of his forward to the Commission's final report.
    Those who brought to birth the TRC process also ought to be commended for their wisdom, which has recently been demonstrated no more clearly than by the trial [and acquittal] of Dr. Wouter Basson. [See Article on Dr. Walter Basson from Court TV's Crime Library]. Without making any judgment on the correctness of the judge's decision, the case has shown clearly how inadequate the criminal justice system can be in exposing the full truth of, and establishing clear accountability for what happened in our country. More seriously, we have seen how unsuccessful prosecutions lead to bitterness and frustration in the community. Amnesty applicants often confessed to more gruesome crimes than were the subject of the Basson trial, yet their assumption of responsibility, and the sense that at least people were getting some measure of truth from the process, resulted in much less anger. For the sake of our stability, it is fortunate that the kind of details exposed by the Commission did not come out in a series of criminal trials, which -- because of the difficulty of proving cases beyond reasonable doubt in the absence of witnesses other than co-conspirators -- most likely would have ended in acquittals. ...

    It is something of a pity that, by and large, the white community failed to take advantage of the Truth and Reconciliation process. They were badly let down by their leadership. Many of them carry a burden of a guilt which would have been assuaged had they actively embraced the opportunities offered by the Commission; those who do not consciously acknowledge any sense of guilt are in a sense worse off than those who do. Apart from the hurt that it causes to those who suffered, the denial by so many white South Africans even that they benefited from apartheid is a crippling, self-inflicted blow to their capacity to enjoy and appropriate the fruits of change. But mercifully there have been glorious exceptions. All of us South Africans must know that reconciliation is a long haul and depends not on a commission for its achievement but on all of us making our contribution. It is a national project after all is said and done.

    We have been privileged to help to heal a wounded people, though we ourselves have been, in Henri Nouwen's profound and felicitous phrase, 'wounded healers'. When we look around us at some of the conflict areas of the world, it becomes increasingly clear that there is not much of a future for them without forgiveness, without reconciliation. God has blessed us richly so that we might be a blessing to others. Quite improbably, we as South Africans have become a beacon of hope to others locked in deadly conflict that peace, that a just resolution, is possible. If it could happen in South Africa, then it can certainly happen anywhere else. Such is the exquisite divine sense of humour. Chairperson's Forward.

    Discussion Questions -- South Africa
    For suggested answers    click here. To link to a comprehension test suitable to be passed out to students, click here
    1.  How did activists in the Indian movement for independence, in the Nashville sit-ins, and in the opposition to apartheid in South Africa use the three forms of nonviolent mass action: protests (such as meetings, parades, and demonstrations), noncooperation (such as boycotts and resignations) and direct intervention (such as factory occupations, takeovers, and blockades)?

    2.  For each use of the three forms of nonviolent action listed in your answer to the preceding question, briefly describe how each action contributed to the campaign of nonviolence.

    3.  What was the role of economics in the triumph of the blacks of South Africa?

    4.  What action by the South African government showed that it had lost the consent of the majority to govern them?

    5.  Did the violent struggle by the ANC and other revolutionary groups have any hope of success against the apartheid government?

    Question #1 has been adapted from the first question in the Discussion Questions suggested in the web site from the filmmakers. The answers have been supplied by TWM. For TWM's suggested answers, see Answers to Discussion Questions for A Force More Powerful.

    Links to the Internet -- South Africa
The young activists in South Africa didn't come up with the breakthrough tactic of staging a boycott. That was suggested by middle aged women.
 



This section of the Learning Guide explores what the South African blacks did when apartheid was abandoned and the majority came to govern South Africa. It is the best example of the principles of nonviolence applied to the aftermath of a successful struggle.


Click here for a web site from the filmmakers.


BUILDING VOCABULARY: apartheid, casualties, appalled, strife, boycott, ungovernable, civic organizations, umbrella (as in an umbrella organization), organizer, surge, most effective weapon yet, tolerate, state of emergency, occupy (as in an army occupying an area), crisis, military intelligence, passive resistance, spontaneous, outburst, discredit, legitimate, grievances, negotiations, deadline; reimpose, banning order, fascism, exodus, marshall law, scour, disperse, legitimacy, viable.




The boycott leaders were concerned about defections during the Christmas buying season. One of the reasons they suspended the boycott in the fall was to prevent division in their own ranks. Leaders of nonviolent mass action must be able to gauge the commitment of their followers.




When Mkhuseli Jack stated that "Monday is the D-Day" he was referring to the day for the beginning of a major action to liberate a people. D-Day was the code name for the date of the invasion of Normandy in WW II, the beginning of the end for Nazi Germany.




The Indian followers of Gandhi, the Nashville students conducting the sit-ins, and the citizens of the South African townships led by Mkhuseli Jack mobilized the "buying power" of their people.




The violent struggle of the African National Congress against apartheid came to nothing. The apartheid government had a well trained army and had clandestinely put together six nuclear weapons. It could not be overthrown by military means. The ANC adapted by pressing the nonviolent struggle. The South Africans forged new ground applying the principles of nonviolence in creating a second political miracle, the Truth and Reconciliation Commission. The government and people of South Africa offered perpetrators of political violence during the anti-apartheid struggle, both black and white, immunity from prosecution if they confessed their crimes and sought forgiveness. Mandela's government also voluntarily and verifiably gave up its nuclear weapons. Information about the South African nuclear bombs from "Living Under the Cloud", Time Magazine, August 1, 2008, pg. 38.



Curriculum Standards Relating to South Africa and Apartheid

    Teachers and parents seeking the full range of curriculum standards which can be served by this film should carefully review the standards applicable to their state. The following is a base from which to start for certain states. We have not included standards which apply to general concepts or to skills of analysis or performance. The standards set out below are in addition to the General Curriculum Standards for this film.
California Content Standards: History-Social Science; Standard 10.10.2 & 3;

Ohio Academic Content Standards: Social Studies: Social Studies Benchmarks and Indicators by Grade Level Grade 9: People in Societies 1.d.; and Citizenship Rights and Responsibilities 1.f;

New Jersey Core Curriculum Content Standards: Social Studies: World History, Standard 6.3: Through Grade 12: G.2;

Georgia Performance Standards: Social Studies: World History: SSWH19(e) and SSWH20(c);

North Carolina Standard Course of Study: Social Studies: Seventh Grade, Africa, Asia and Australia, 7.01 & 7.02;


    Living with the Enemy - Denmark 1940
    (General introduction 5 minutes; Section on Denmark 25 minutes)


    Danish nonviolent mass resistance to the Nazi occupation during WW II did not fit the mold of classical nonviolent mass action in a number of ways. These differences were dictated by the ruthlessness of the oppressor and the fact that these events took place during a world war. They include: (1) the workers who slowed production did not make themselves known to the Germans; (2) there was no effort to use mass demonstrations or protests to mobilize national and world-wide public opinion to convince the Germans to leave Denmark; (3) the strike that forced the Germans to lift the curfew was accompanied by some violence; (3) the spontaneous national effort to rescue Denmark's Jews was done in secret, without the involvement of the national and international press, in an effort to force the Germans to stop persecuting the Jews; and (4) the underground press was secret activity and was not directed at a single definable goal.

    The Rescue of the Danish Jews -- An Unusual Example of Spontaneous Nonviolent Mass Action: Virtually overnight, with no central planning or organization, a tiny nation hid 6,000 to 7,000 of their countrymen, and in the coming weeks, transported them to safety.

    Unlike classic civil disobedience, this action was taken in secret except for a radio broadcast from Sweden stating that it would welcome Danish Jews. The press was not a factor in putting pressure on the Nazis. No effort was made to change the minds of the Nazis or to mobilize public opinion against them. Nor was the effort to save the Danish Jews the result of meticulous planning and training, which characterizes most nonviolent mass action. Usually nonviolent mass action requires extensive preparation, strategic vision, and extensive logistical planning: organizations are set up, resisters are trained, locations are secured, etc.

    The resistance to the German effort to deport Danish Jews to concentration camps galvanized Danish society. The Lutheran Church was very active with about 90% of its pastors participating. Copenhagen University had a participation rate of 100%. Schools, hospitals, and other public institutions all over the country opened their doors to hide Jews and serve as collection points. One of the largest Copenhagen hospitals, the Bispebjerg, played an especially strong role. At one point, the German army surrounded the hospital while some 200 Jewish refugees were hidden in the nurses' quarters. Fortunately the Germans made no move to search the hospital. The next morning a large funeral procession made its way from the hospital. In the cars were the 200 refugees. A Conspiracy of Decency -- The Rescue of the Danish Jews During World War II by Emmy E. Werner, Westview Press, 2002, p. 48. A half-Jewish girl, whose Jewish father was active in the resistance stayed in Denmark with her mother. Her name was simply changed to her mother's maiden name and she went to live with her grandparents. She was re-registered with the City Clerk and with her school under her new name. Many people knew what had happened with this little girl and yet no one betrayed her for the entire duration of the war. When the Germans left Denmark she resumed living under her father's name, and the school and city records were changed again. Werner pp. 123 - 124. For other incidents see Werner 48 et seq.

    Some Germans made active efforts to capture Jews and they succeeded in about 450 cases. However, some Germans simply looked the other way and allowed Jews to escape. Most of the German boats patrolling the waters between Denmark and Sweden were in dry dock during the time the Danes were transporting their Jewish countrymen to Sweden. (See story about George Ferdinand Duckwitz below.) However, there were still a few German boats on patrol. One story tells of a fishing boat with a hold full of refugees which was stopped by a German patrol boat. A German officer asked the captain of the fishing boat what was in the hold. The captain replied "fish." The German officer then boarded the fishing boat, leaving his sailors on the patrol boat to cover him. He ordered the hatches opened and looked down on a dozen frightened Jewish refugees. He looked up at the fisherman and said, "Fish!", got back on his patrol boat, and sailed away. Werner pp. 81 and 82.

    When the Danish Jews abandoned their homes with no notice, friends and neighbors who remained kept the gardens and preserved the houses. The Danish government picked up the costs of electricity and water. Danish Jews returned home after the war to find their houses and apartments just as they had left them. Denmark was the only country in Europe which protected its Jewish citizens in this manner.

    Note that the record, which overall was sterling, was not without failures. There were betrayals by a few Danes sympathetic to the Nazis and some fisherman overcharged for the journey to Sweden. Many people drowned on the way to Sweden. See anecdotes recounted in Darkness Over Denmark by Ellen Levine, pp 87- 90 and 98 - 100.

    About 450 Danish Jews were captured and sent to Theresienstadt concentration camp. The Danish government helped them as much as it could. Sorely needed vitamins were shipped from Denmark to Theresienstadt along with food. The Danish Red Cross visited the camp but the Germans were able to hide many of the prisoners. Only approximately 50 of the 450 Danish Jews sent to the camp died. Ibid.

    The German effort to send the Danish Jews to concentration camps offended the very basis of the Danes' view of their national identity. The effort to help the Jews escape electrified the country and was an important milestone in the development of the Danish resistance. A month earlier, on August 29, 1943 the Danish government had resigned rather than agree to the latest and most unreasonable set of demands by the Germans. These two events solidified the hold of the resistance on the Danish populace. As one Dane put it, after the rescue of the Danish Jews "you could not be of any other opinion than that of the resistance." Joergen Kieler, a Danish resistance fighter, quoted at Levine p. 102.
    George Ferdinand Duckwitz -- A man who put humanity over patriotism -- One hero who played a key role in frustrating the operation to send the Danish Jews to concentration camps was a German diplomat and Nazi Party member, George Ferdinand Duckwitz. He had worked in Denmark for several years and during that time had made many Danish friends. When Mr. Duckwitz first heard about the operation to seize the Danish Jews and send them to concentration camps, he argued strongly against it. Then, at great personal risk, he went to Germany to attempt to head off the proposal. He was unsuccessful and on September 17, 1943 Hitler, who had been pushing for action against the Danish Jews, personally approved of the operation in principal, leaving the details to his subordinates.

    Mr. Duckwitz, supported by his Swiss-born wife, was determined to stop the deportations. The German security police already considered Mr. Duckwitz unreliable and were looking for a chance to ship him back to Germany or worse. He carried on nonetheless. During this time, he wrote in his diary "I will assume full responsibility for everything I am going to do. I am consoled by my strong faith that good deeds can never be wrong. ... There are, after all, higher laws [than patriotism]. I will submit to them." Duckwitz diary entries for September 26 and 27, 1943, quoted at Werner, pg. 36.

    After his trip to Germany, Mr. Duckwitz flew to Sweden, a country that had remained neutral during the war. He met with the Swedish Prime Minister and secured a commitment that the Swedish government would ask the Germans to allow the Danish Jews to be interred in Sweden. When the Swedes made this offer, the German government ignored it.

    There weren't enough police in Denmark to round up and deport all the Jews. German soldiers would be required to carry out the operation. This gave Mr. Duckwitz another opening to try to frustrate Hitler's order. He contacted the German Army's Danish headquarters and tried to convince them that the honor of the Wehrmacht (the German army) would not allow it to participate in the deportation of Jews to Germany. He was successful and the German commander in Denmark cabled his superiors in Germany complaining that: "the operation will place a heavy burden on the army ... The benefits of the deportation strike me as doubtful. No cooperation can be expected afterward from the civil administration or from the Danish police. The supply of food will be adversely affected. The 'willingness to supply' the armaments industry will be undermined, disturbances requiring the use of military force must be expected." Quoted at Werner, pp. 35 & 36. Despite this plea, the German army in Denmark was ordered to assist in the deportation of the Jews. Duckwitz received a friendly warning from his contact with the military to stop trying to interfere with Hitler's orders. Duckwitz responded that he knew the price he might have to pay, but that he would do anything in his power to stop the operation. Werner, p. 36.

    Mr. Duckwitz also persuaded local German Navy commanders that the operation would pose a strain on their resources. They also questioned the order in communications with their headquarters, but like their army counterparts, they were overruled. Werner, pp. 36 & 37.

    Unable to influence the decision to deport the Danish Jews to concentration camps, Mr. Duckwitz resolved to prevent it from occurring. An associate who was a Swedish diplomat caused the Swedish embassy to issue a great number of Swedish passports to Danish Jews to permit them to travel legally to Sweden. But this would help only a small minority.

    Mr. Duckwitz also contacted the German harbor masters for the ports of Copenhagen and Aarhus (the major port in Jutland) and convinced them to risk their careers and their lives to frustrate the deportation plan. As a result of his efforts, the patrol boats that usually plied the waters between Denmark and Sweden were in dry dock being repaired during the weeks after the attempted seizure of the Danish Jews. Due to Mr. Duckwitz' efforts, a ship intended to take the Jews to Germany never arrived. The absence of German patrol boats was a key factor in permitting the rescue to go forward. Werner, pp. 36 - 39.

    On the night before the operation, Mr. Duckwitz went to a meeting of the Danish Social Democratic party and informed its leaders that the next night, Denmark's Jews were to be rounded up and sent to concentration camps. The Danes swiftly notified their Jewish countrymen to go into hiding and organized the exodus to Sweden. Renowned Danish nuclear physicist, Dr. Neils Bohr, went to Sweden and persuaded the Swedish government to broadcast a radio message to Denmark stating that Sweden would accept all Danish Jews who could make it to Sweden.

    Without the efforts of Mr. Duckwitz, in all likelihood, thousands of Danish Jews would have perished in German concentration camps. Miraculously, Mr. Duckwitz was not arrested by the Gestapo. He returned to Denmark after the war as the ambassador of a new and democratic Germany. Mr. Duckwitz has been recognized by Vad Yashem (The Holocaust Martyrs' and Heroes' Remembrance Authority) as one of the Righteous Among the Nations.


    Discussion Questions -- Section on Denmark
    For suggested answers to the Discussion Questions    click here. To link to a comprehension test suitable to be passed out to students, click here
    1.  What is Scandinavia and where is it located?

    2.  Did the Danes do the right thing in not resisting the initial German invasion?

    3.  How far from Denmark is the country of Sweden?

    4.  Sweden was a neutral country during the Second World War. What did that mean?

    5.  Why was the underground press a danger to the Nazi occupation of Denmark?

    6.  Describe two major nonviolent mass actions mounted by the Danes against the Nazi occupation during the Second World War.

    7.  For the two examples mentioned in your response to the last question, describe how they differed from classical nonviolent mass action.

    8.  What risk did the Danes take in not resisting the initial German invasion and in not mounting a strong resistance movement during the first year or so of the occupation?

    9.  Was Mr. Duckwitz a traitor to his country or a hero?

    10.  Compare the heroism of Mr. Duckwitz and that of Oscar Schindler and his wife, Emilie.


    Links to the Internet -- Section on Denmark
    Sources:

    In addition to any web sites and printed materials described in the text, we have consulted the following sources:

    • Darkness over Denmark -- The Danish Resistance and the Rescue of the Jews by Ellen Levine, Holiday House, New York, 2000; particularly p. 79
    • The Sixth Floor -- The Danish Resistance Movement and the RAF raid on Gestapo Headquarters, March 1945 by Robin Reilly, Cassell & Co, 1969, including pp. 47 - 62;
 



This section of the Learning Guide gives some additional detail and anecdotes about the Danes' effort to help their Jewish countrymen. The film makes one mention of an official in the German foreign office who leaked the information about the planned operation against the Danish Jews. Actually, this diplomat, George Ferdinand Duckwitz, did much more. This section of the Learning Guide goes into more detail about Mr. Duckwitz' efforts on behalf of the Danish Jews.


Click here for a web site from the filmmakers.


BUILDING VOCABULARY: tranquil, functioning, resistance organization, collaboration, obstruct, humiliated, demonstrate, objective, war material, arson, vigorous, resign, direct rule, Wehrmacht, brutal, occupied country, fig leaf, racial laws, round-up, leak, spontaneously, savior, inspire, de facto, benefit, transport, reprisal, curfew, Copenhageners, commandant, bonfire, taunt, barricade, provocation, crucial, blockade, concede, obedience, unwittingly, coordinate, symbolic, stoppage, shortage, transmission, interrupt, euphoria, survive, wireless.









Fishermen ferrying Jews to Sweden -- Museum for Denmark's Fight for Freedom




















Danish Cleric With Jewish Boys Hidden from the Germans -- United States Holocaust Memorial Museum




Curriculum Standards Applicable to the Denmark During the Second World War
    Teachers and parents seeking the full range of curriculum standards which can be served by this film should carefully review the standards applicable to their state. The following is a base from which to start for certain states. We have not included standards which apply to general concepts or to skills of analysis or performance. The standards set out below are in addition to the General Curriculum Standards for this film.
California Content Standards: History-Social Science: Standard 10.7.3; 10.8.5 & 10.8.6;

Texas Essential Knowledge Skills: Social Studies: World History: 113.33(c) (9)(A) & (B);

New Jersey Core Curriculum Content Standards: Social Studies: World History, 6.3(F)(2);

North Carolina Standard Course of Study: Social Studies: Ninth Grade, World History: 5.03.




























George F. Duckwitz






    We've Caught God by the Arm
    - Poland 1980

    (25 minutes)

    The rise of Solidarity was preceded by the experience of failed resistance movements in years past. The leaders of Solidarity learned from their failures.

      "When movements are pragmatic enough to learn from their own experience, they often turn away from violence, and even from property destruction. The Solidarnosc labor movement in Poland, for example, was largely a youth movement for freedom from the military dictatorship of the Communist Party. In their early direct action campaigns they mixed some property destruction in with their strikes and occupations. As they evaluated, they realized that the property destruction only gave the dictator justification to come down hard on them and reduced the number of allies they could get. So they decided to give that up, broadened their movement, and went on to win. Of course the military state wanted to crush them, but wasn't able to because people power is simply more powerful than military power. . . .

      " . . . Bernard Lafayette, a Student Nonviolent Coordinating Committee staffer from the deep South, explained [the power of nonviolence] to me with a metaphor. Bernard said that a society is like a house. The foundation is the cooperation or compliance of the people. The roof is the state and its repressive apparatus. He asked me what happens to the house if the foundation gives way. He went on to ask: 'How will it change what happens if more weapons are put on the roof, bigger tanks, more fancy technology? What will happen to the house then, if the foundation gives way?'

      "I had to admit: if the foundation gives way, the roof will fall no matter how much money is invested in weapons.

      "One way to test this is to look at a case like the fall of the Shah of Iran. He had not only one of the larger armies in the world and a completely ruthless secret police, but also the backing of the U.S.A. The opposition leadership chose to use a completely nonviolent strategy, which worked. ...

      "The foundation of the house of the Shah was the compliance of the people. When the foundation gave way, the house collapsed."

    George Lakey, Executive Director of Training for Change, in Nonviolent Action as the Sword that Heals -- Can't Governments Crush Nonviolent Movements?


    Discussion Questions -- Section on Poland
    For suggested answers to the Discussion Questions    click here. See a comprehension test suitable to be passed out to students.
    1.  Before Solidarity came to power in Poland, what was the relationship between the Polish government and the Soviet Union and between the Polish government and the U.S.?

    2.  Why was it ironic that a communist government was brought down by a labor union?

    3.  Early in the strike some workers called for expanding the list of demands to include free elections and an end to all censorship -- direct and sweeping challenges to the Communist Party's dictatorship. How might the conflict have turned out differently had the strike committee decided to include these political demands? Was dropping these demands a mistake, or was it a wise choice?

    4.  Industrial workers have played key roles in several of the stories presented in this series. Why have workers and their unions often been such effective vehicles for nonviolent action? What forms of leverage do workers possess that ordinary civilians do not?

    5.  In December, 1981, the government of communist Poland declared marshal law and arrested the leaders of Solidarity. As he was being led to prison Lech Walesa told his captors: "At this moment, you lost. We are arrested, but you have driven a nail into your communist coffin... You'll come back to us on your knees." What did he mean by this?
    Questions 3 & 4 have been adapted from Questions 6 & 8 respectively in the Discussion Questions suggested in the web site from the filmmakers. For TWM's suggested answers, see Answers to Discussion Questions for A Force More Powerful.

    Links to the Internet -- Section on Poland
 



BUILDING VOCABULARY: suppressed, region, stalling, negotiations, trade union, official trade union, free trade union, initiative, BBC (British Broadcasting Company), Radio Free Europe, Official Union, regime, accord, explicitly, Solidarity, existence, supremacy, extremists, infiltrators, authorities, presidium, activist, marshall law, communist, admission, undiminished, food rationing, legalize, responsible, capable, free press, parliamentary election, dislodge.




"You can kill me but you cannot defeat me. The struggle will continue. It will last some time. It will cost. but we will win." --- Lech Walesa




Marshal law and declarations of emergency are admissions by a regime that it has lost the people's consent.




Click here for a web site from the filmmakers.




Curriculum Standards Applicable to Solidarity and the Break-up of the Soviet Empire

    Teachers and parents seeking the full range of curriculum standards which can be served by this film should carefully review the standards applicable to their state. The following is a base from which to start for certain states. We have not included standards which apply to general concepts or to skills of analysis or performance. The standards set out below are in addition to the General Curriculum Standards for this film.
California Content Standards: History-Social Science: Standard 10.9.5 ; Grade 12: Principles of American Democracy and Economics: Standards: 12.9.7

Texas Essential Knowledge Skills: Social Studies: World History: 113.33(c) (9)(A) & (B);

Illinois Learning Standards: History: State Goal: 16.C.4b;

Ohio Academic Content Standards: Social Studies Benchmarks and Indicators by Grade Level Grade 9: History 14; and Citizenship Rights and Responsibilities 1.e;

New Jersey Core Curriculum Content Standards: Social Studies: World History, Standard 6.3: Through Grade 12: G.1 & G.2;

Georgia Performance Standards: Social Studies: World History: SSWH19(e) and 20(c);

North Carolina Standard Course of Study: Social Studies: Ninth Grade, World History: 5.04 & 6.04.




    Defeat of a Dictator - Chile 1983
    (29 minutes)

    The U.S. secretly helped Augusto Pinochet and the Chilean military depose a democratically elected Marxist-socialist government in 1973. Then, in 1988, the U.S. secretly helped the democratic opposition secure a "no" vote that forced Pinochet from power. The U.S. government was concerned that if Pinochet was returned to power in the referendum, his government would eventually be overthrown by a left wing revolt. It therefore convinced Chile's center-left democratic opposition, the Concertación, that the election would be fair. The U.S. helped convince Pinochet to suspend censorship, allow exiles to return home, and permit foreign election observers. It also helped the Concertación by providing funds, expertise, and computer equipment for a parallel vote count. Victims of the Chilean Miracle -- Workers and Neoliberalism in the Pinochet Era 1973 - 2002 Peter Winn, Ed., Duke University Press, 2004, pp. 45 & 46.

    While Pinochet was defeated in the 1988 plebiscite, it is important to note that 42% of Chileans voted for him. In addition, he was backed by important sectors of Chilean society, including the military, business interests, and right wing political parties. In the U.S. and Great Britain, countries which pride themselves on their democratic traditions, governments have been elected with less than clear majorities in elections that were not always fair and free. See discussion below for further development of this topic.

    Chilean democracy has prospered since the 1988 plebiscite. The Concertación, dominated by the center-left Christian Democratic party and the moderate Socialists, has elected all of the post-plebiscite presidents: Ricardo Aylwin (Christian Democrat, 1990 - 1994), Eduardo Frei (Christian Democrat, 1994 - 2000) and Ricardo Lagos (Socialist, 2000 -- ).

    However, the Chilean constitution had been written in the 1980s by Pinochet and his allies. It contained many anti-democratic provisions and protections for the military. For example, Pinochet and the military continued to rule the country for more than a year after the plebiscite. Pinochet had the power to appoint many senators for life-long terms. Constitutional amendments were extremely difficult to pass. The military still controlled important parts of the civilian government, including the National Security Council, which was a very powerful agency. The military was virtually autonomous and the elected government had little control over it. Finally, the constitution provided for a unique "binomial" system for electing senators. In this system each electoral district has two seats which are contested in the same election. People vote for parties, not for individual candidates. In each district, both the party that polls the most votes and the party that comes in second, get a seat in the Senate. For a political party to win both seats, it has to poll more than double the votes of its opponents. Thus, if the Concertación received 59.9% of the vote in a district and the right wing coalition polled 30%, both would receive one seat in the senate and have equal power coming out of a very lopsided election.

    After the plebiscite, but before the first democratic elections, the Concertación negotiated constitutional reforms that included a reduction in the number of life-long senators appointed by Pinochet, easing restrictions on future constitutional amendments, and securing an even balance between military and civilian members of the National Security Council. However, the amendments failed to make the military fully subservient to the civilian government and Pinochet retained the right to appoint nine Senators for life. Moreover, Pinochet and the right wing insisted upon maintaining the binomial system of electing members of congress. In practice, the binomial electoral process and the Pinochet appointed senators meant that despite strong electoral victories for the Concertación, the Senate would be controlled by right wing supporters of Pinochet.

    It was only in late 2004 that an agreement was made to enact additional constitutional reforms. Since Pinochet's ouster as President, the right wing has had influence on national policy well beyond its support by the people. While the Concertación has increased social spending, ameliorated the condition of the poor, and cut the rate of poverty in half, Chile still suffers from one of the most lopsided divisions of wealth in the Americas.


    What are the Real Difference Between A Democracy and a Dictatorship?

    Elections in the U.S. have not always been fair and free, nor has the person who received the majority of the votes always been the victor. For decades blacks in the South were prevented from voting. The United States has had several Presidential elections in which the man who won the most votes wasn't elected. While some of these elections occurred in the 19th century, the most recent occasion was in the 2000 Presidential election in which George W. Bush was elected but received 543,895 votes less than Al Gore. (See 2000 OFFICIAL PRESIDENTIAL GENERAL ELECTION RESULTS from the Federal Election Commission.) The vote in Florida, which made all the difference in the Electoral College was hotly disputed with many questionable practices by election officials who supported Mr. Bush. The election was finally decided by a U.S. Supreme Court dominated by Republican loyalists in a decision questioned by some legal scholars. There have been other U.S. elections when the winner got more votes than the other candidates but didn't receive an absolute majority. This has occurred several times, including the 1992 Presidential election, when Bill Clinton was first elected President. He received only 43% of the vote against 37.4% for President George H.W. Bush (the incumbent) and 18.7% for H. Ross Perot, a third party candidate. However, U.S. Presidential elections do not provide for a run-off and Mr. Clinton won a majority in the Electoral College. (Note that both Presidents George W. Bush and Bill Clinton won re-election for their second terms with absolute majorities.) Electoral problems in the Western democracies are not confined to the United States. In 2005, British Prime minister Tony Blair was reelected with only about 35% of the vote. The rest was split between two political parties that opposed Mr. Blair: the Liberals and the Conservatives. See FT.com Article on British Election Results

    In Chile, General Pinochet had a lot of popular support. In 1980, the Constitution that legitimized his power was approved by 75% of the voters, although there are questions about whether the election was fair and free. Pinochet garnered 42% of the vote in the 1988 plebiscite (a higher percentage than Blair received in England and just 1% less than the percentage Clinton received in the 1992 election).

    What are the differences between the victories of Pinochet, Bush and Clinton? In Chile, the government was changed at the point of a gun and it was maintained in power through a repressive government that committed massive human rights abuses. The electoral "victories" in the U.S. and Britain in which the majority of people opposed the "winners" occurred with the sanction of the constitutional procedures in each country. The battle in the U.S. and Britain was a matter of election tactics and vote getting.

    Democracy is a process that, like all other human processes, is imperfect. In democratic countries, expressing the will of the people is only one purposes of the mechanism by which leaders are chosen and governmental decisions are made. Hopefully, it is the primary and overriding purpose. However, historical factors often force compromises. For example, because the U.S. began as a union of thirteen separate states, the small states insisted that the democratic principle be limited and that their power be increased. Thus, each of the states have two U.S. senators and at least one member of the house of representatives regardless of their population. In addition, the U.S. Constitution provides for an Electoral College which actually chooses the President. States are given one vote for each senator and one vote for each member of the House of Representatives from their state. Since all states have two senators and at least one representative, the small states have a stronger voice (per voter) than the more populous states. Thus, excluding the issue of Florida, George W. Bush received more electoral votes in the 2000 election than Al Gore because he won more small states than Gore. In England, the prime minister is elected by Parliament. The winner of a seat in Parliament is determined by who gets the most votes and there is no runoff if one candidate doesn't get a majority. Thus, in a race with three competitive parties, one party with a little over a third of the vote can win. This is exactly what happened in the 2005 election when Tony Blair's Labor Party won only 35% of the vote. Because there were three competitive parties and no runoff, Labor has an absolute majority in Parliament in an election in which an amazing 64% of the people voted against it.

    In addition, democracy doesn't always work. There are vote frauds and efforts by certain factions to remove people's names from voter registration lists. All the imperfections in democracy doesn't mean that we get rid of it. It just means that we have to work harder to make it work or change the process. For example, the U.S. could amend the Constitution to get rid of the electoral college and provide for the election of the president by popular vote of the entire country. The British could require runoffs if one candidate for parliament doesn't get a majority. Interestingly, despite the recent elections in which the winner got less votes than his opponent (the 2000 U.S. Presidential election) and in which the winner did not receive close to an absolute majority (the 1992 U.S. Presidential election and the 2005 British election) there has been no serious movement for electoral reform in either country.


    Discussion Questions
    For suggested answers to the Discussion Questions    click here. See a comprehension test suitable to be passed out to students.
    1.  In the 2000 U.S. Presidential election, Al Gore won 500,000 more votes than George W. Bush. However, Mr. Bush became President. In 1992, Bill Clinton, although he won more votes than any other candidate, became President when 57% of the voters wanted someone else. In 2005, Tony Blair was reelected Prime Minister of Britain with only 36% of the vote. A whopping 64% of the British electorate wanted Blair out of office. Why were these election victories in democratic countries accepted (though grudgingly in some quarters) but the military coup by Pinochet was roundly condemned as antidemocratic?

    2.  (a) Where is Chile located? (b) The Chilean coastline borders on the _____________ ocean. (c) What is the most striking thing about the geography of Chile?

    3.  Why did the U.S. support the 1983 coup by which General Pinochet came to power?

    4.  In the context of the Cold War should the U.S. have permitted a Marxist/socialist government to remain in power in Chile in 1973? In 1987, while it was still fighting the Cold War, should the U.S. have allowed the plebiscite to follow its normal course and refrained from giving aid to the Concertación?

    5.  Was it a good result or a bad result that the Chilean dictator, Pinochet, and his right wing and militarist allies retained an inordinate amount of power in the decades after they were defeated in the plebiscite?


    Links to the Internet -- Section on Chile
 



This section discusses U.S. involvement in the rise and fall of Pinochet and the right wing military dictatorship. It goes beyond the film and describes what happened after the referendum. Finally, it compares the events in Chile with election results in the U.S. and the U.K. in which the "democratic" process in those countries did not express the will of the majority of the people.



BUILDING VOCABULARY: dictatorship, regime, military regime, coup, coup d'etat, assassinate, oppression, execution, lucrative, export industry, complicity, underground, euphoria, Cardinal, political rally, swagger. polarized, plebiscite, skepticism, human rights, political consultants, poverty, majority,











Click here for a web site from the filmmakers.



Curriculum Standards Applicable to the Defeat of the Pinochet Regime in Chile

    Teachers and parents seeking the full range of curriculum standards which can be served by this film should carefully review the standards applicable to their state. The following is a base from which to start for certain states. We have not included standards which apply to general concepts or to skills of analysis or performance. The standards set out below are in addition to the General Curriculum Standards for this film.


California Content Standards: History-Social Science: Standard 10.10.2 & 3;

North Carolina Standard Course of Study: Social Studies: Latino American Studies: 3.02.














































































"A number of liberation movements that used armed struggle in the Third World have now given up those means and switched to others. The Zapatistas of Chiapas are perhaps the best known example of this phenomenon." George Lakey, Executive Director of Training for Change, in Nonviolent Action as the Sword that Heals -- Can't Governments Crush Nonviolent Movements?


    Bibliography: The web sites cited in the body of the Guide and the following:

    • SA features in major US documentary -- an article based on an interview with Mkhu Jack from RSA-Overseas Newsletter Today, Sept. 24, 2000;
    • Tutu has harsh words for South Africa's whites from Andrew Maykuth Online, The Philadelphia Inquirer, February 14, 1998;
    • "Solidarity." Encyclopędia Britannica. 2007. Encyclopędia Britannica Online. 31 Dec. 2007 ;
    • "Walesa, Lech." Encyclopędia Britannica. 2007. Encyclopędia Britannica Online. 31 Dec. 2007 ;
    • "15 years of restored democracy" by Peter Deshazo; Miami Herald, March 11, 2005, p. A/23;



    Last updated December 9, 2009.




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