This document provides a lesson plan for teaching high school students about Gandhi's philosophy of nonviolence and peace. The lesson includes background information on Gandhi, objectives to understand his principles of nonviolence on personal and global levels. It also outlines several activities for students, such as having groups research examples of Gandhi's principles in action and how they could be applied to modern issues, reflecting on incorporating nonviolence into their own lives, and exploring different aspects of Gandhian thought through research and creative presentations. Key concepts of Gandhi's philosophy from Dr. S. Jeyapragasam are also summarized, focusing on love, nonviolent action, and truth/satya.

1. Suggested Grade Levels: 8-12
Peace and Non-violence: The teachings of Gandhi
© Jean Hoffmann
Activities for Social Studies, Literature, or Philosophy classes. All activities can
be adjusted to appropriate levels based on the teacher’s choice of reading
materials.
Lesson Goals:
• To help high school students understand Gandhian principles and to
extend to their own lives.
• To focus on nonviolence, justice, equality on personal, community,
national and global levels.
Objectives:
• To use Gandhi’s philosophy in teaching Gandhi’s philosophy, extending
beyond the mere study of the personality.
Background Information:
For teachers I recommend www.infed.org/thinkers/et-gand.htm for an article by
Barry Burke. Here you will also find useful links to various Gandhi sites, including
a link to the Yahoo Gandhi directory—a good start for students. Also, for
Gandhi’s writings on education check out
www.ncte_in.org/pub/gandhi/gandhi_o.htm
Another source for background information for teachers and students is the PBS
website “A Force More Powerful” available at
http://www.pbs.org/weta/forcemorepowerful/india/
Videos: Strength Through Peace; Solutions to Violence (Available for purchase
through the UW-Madison Center for South Asian Studies).
Introduction:
The Gandhian philosophy is the only solution to all problems, and for settling
even sensitive issues amicably. – Ravindra Varma, founder and president of the
Indian Institute of Gandhian Studies
True education is that which trains all the three abilities, spiritual, intellectual, and
economic, simultaneously. – Dr. S. Javaraj, research officer of the Gandhi
Memorial Museum in Madurai, Tamil Nadu, India
It is not hard to find material on the life and philosophy of Mahatma Gandhi. In an
effort to promote the ideas of peace and nonviolence in our schools and

2. communities all students should at some point in their lives consider the wisdom
extolled by this great thinker and activist. In this lesson I have chosen to avoid
the controversial aspects of Mahatma Gandhi and instead focus on the positive
aspects of his teachings. Gandhi wanted educators to work toward educating the
whole person—focusing on not only the intellect, but the spiritual and creative
realms as well.
1. Preface to activities:
Ask students how they define power – what are some methaphorical
images? And discuss.
Ask students to write about what they find beautiful. Discuss.
Ask students what they know about Gandhi and the struggle for
independence in India. Present with background information. Present Dr.
S. Jeyapragasam’s Key concepts of Gandhian Philosophy. Have students
read through the handout and write out an initial response answering the
question “What were Gandhian principles based upon?” and extending
beyond the obvious answer “non-violence.” After this initial response, have
students construct a reaction. This could be a one to two period (45-50
minute) lesson.
2. Present students with reading materials or have them find their own via
Internet searches. Assign readings and responses. Time: varies according
to readings assigned.
Suggested activities:
Activity 1: Group Work
Break down the concepts from Dr. Jeyapragasam’s handout and divide students
into groups, each assigned to one section. Have each group find examples of
people (local, national, international) who exemplify given principles and
examples of violations. Ask students to recommend alternative actions for
violations. Suggested time: One period for construction of responses; one to two
periods (depending upon class size) for presentation of material.
Activity 2: Large Group-Small Group/ Critical Thinking
Large group— 15-20 minutes: Have students list forms of violence at various
levels; extend beyond the obvious to underlying forms of violence that students
may not initially think of (beyond torture, murder or child abuse to pollution, fear,
anger, arrogance, theft, apartheid, jealousy, computer hacking, etc). Small
group— 20-25 minutes: suggest ways to combat each practice. List the relief
work needed in and around you at the micro and macro levels. Suggest ways to
enhance love and empathy levels. Group debriefing: 20-35 minutes (depending
on class size).

3. Activity 3: Activism
Have students identify need for change in your school, community, state or the
nation. Have them choose to either develop a plan for a non-violent
demonstration promoting change or volunteer in an organization that works
toward social change. For this activity, devote one class period to identification
of need and preparation of action plan. Have students implement activities
outside of class, allowing 1-2 weeks. As a writing component, have students
reflect upon their experiences. Allow one class period for oral presentations of
the reflections.
Activity 4: Activism
Ask students to define activism and reflect on the question “what can activism
accomplish? ” (10-15 minutes) In a large group discussion ask students to
identify activists in the community, state, nation, etc. (10-15 minutes). Have
students research present-day peace activists answering the following questions
and preparing presentation materials:
1. Who are they and what progress have they made?
2. How do their activities reflect Gandhian principles?
3. In what ways are the concerns and strategies of US activists similar to
and/or different from those in other countries?
4. How could these activists improve their practices?
(50-120 minutes)
Have students present their findings to the class w/charts, pictures, and oral
presentations (50-100 minutes, depending on class size). Grade based on
thoroughness of research, quality of visual aids, and accuracy of information.
Activity 5: Writing one’s own Experiment with Truth
Have students brainstorm and write about ways to incorporate nonviolent
principles into their own lives using Dr. Jeyapragasam’s chart as a guide. For
example, to remove violent practices (addiction, discrimination, physical or
emotional abuse of siblings or parents), to prevent violent practices from taking
hold (religious fundamentalism consumerism), to nourish existing non-violent
practices (enriching compassion, volunteerism), to welcome and adopt any new
non-violent practice (simplicity, repent for past mistakes) etc. (20-30 minutes).
Suggest that students use their brainstorming to create poetry, prose, song lyrics,
narrative essays, dramatic skits, sculpture, collages, murals, etc— Ask for
polished pieces for presentation or publication.
Activity 6: Research
Divide students into groups to explore various aspects of Gandhian thought: Self-
reliance and the Khadi movement/salt march; Gandhi’s philosophy on basic
education; Gandhi’s philosophy on villages (how to build a village to make it
democratic); religious and caste harmony. After researching have students
demonstrate knowledge in a creative format: (for example, create their own
village or make thread from cotton while explaining significance).

4. Resources and Recommended Readings:
Mahatma Gandhi: An Experiment in Truth (full text or excerpts)
Collected Works, Mahatma Gandhi
Mahatma Gandhi’s Inaugural Address to the All India National Education
Conference in Wardha held Oct 22 and 23, 1937
Various Internet Resources: have students do Gandhi searches—plenty of
resources available.
Packet Handout: Key Concepts of Gandhian Philosophy
Recommended Viewing:
Gandhi (director Richard Attenborough; starring Ben Kingsley)
Salt March Video (available through the Center for South Asian Studies, UW-
Madison)
Cross References to other themes:
Henry David Thoreau’s Civil Disobedience
Articles on Peace Rallying prior to Operation Iraqi Freedom
Nobel Peace Prize winners/ Gandhi-King Awards for Non-Violence
Gender: 2002 Acceptance Speech by Sri Mata Amritanandamayi Devi (available
www.amripuri.org)
Standards hit in these lessons
A. Reading and Literature Content Standard
Students in Wisconsin will read and respond to a wide range of writing to build an
understanding of written materials, of themselves and of others.
12.1 Use effective reading strategies to achieve their purposes in reading.
12.2 Read, interpret, critically analyze literature.
12.3 Read and discuss literary and nonliterary texts in order to understand
human experience.
12.4 Read to acquire information.
B. Writing Content Standard
Students in Wisconsin will write clearly and effectively to share information and
knowledge, to influence and persuade, to create and entertain.
12.1 Create or produce writing to communicate with different audiences for a
variety of purposes.
12.2 Plan, revise, edit, and publish clear and effective writing.

5. C. Oral Language
Students in Wisconsin will listen to understand and will speak clearly and
effectively for diverse purposes.
12.1 Prepare and deliver oral presentations appropriate to specific purposes and
audiences
12.2 Listen to, discuss, and comprehend oral communication
12.3 Participate effectively in discussion
E. Media and Technology
Students will use media and technology critically and creatively to obtain,
organize, prepare and share information; to influence and persuade; to entertain
and be entertained
12.1 Use computers to acquire, organize, analyze, and communicate information
12.2 Make informed judgments about media and products
F. Research and Inquiry
Students in Wisconsin will locate, use, and communicate information from a
variety of print and nonprint resources.
12.1 Conduct research and inquiry on self-selected or assigned topics, issues,
or problems and use an appropriate form to communicate their findings

6. Key Concepts of Gandhian Philosophy
Dr. S. Jeyapragasam
Love: of self, God, nature, fellow humans; love as compassion,
warmth, kindness, friendship, empathy, fraternity, altruism, service,
mercy, help, sharing, trusteeship, non-possession; love as healing,
patience, tolerance, reconciliation, forgiving, repentance, sacrifice,
mutual aid, solidarity.
Nonviolent action: in lifestyle, economics, politics, society, defense
policy, institutions and organizations, education and communication,
child upbringing, approaches to crime and punishment, direct action
for peace w/justice, peaceful resolution of conflicts, constructive work
to build up a nonviolent world order, relief and rehabilitation work;
removing structural (indirect) violence. Non-killing: disarmament,
preventing accidents and calamities, non-injury in both human and
non-human contexts.
Nonviolent Ethics and values: spiritual and ethical religion; joy with
conscience, reasoning and responsibility; human-centered, eco-
friendly, holistic, ethical and sustainable science and technology,
economics, politics, society; human rights and responsibilities; purity
of means and ends; welfare of all and welfare of last first.
Truth: Truthfulness, honesty, transparency, accountability, expanding
conscience, awareness and responsibility; justice with compassion;
taking responsibility for past mistakes, errors, sins; repentance and
apology; avoidance of repetition of mistakes, freedom from
ignorance, errors, mistakes, sins; pluralism; understanding of the
multiplicity of truth; humility and respect for others’ truths; holding on
to relative truth but continuing quest for further truth; attempting to
arrive at a consensus on key issues; quest for truth; testing truth with
reason.