Standards Addressed by Lesson:    CIVICS Standard 4.3 Students know how citizens can exercise their rights. (d) Standard 4.4 Students know how citizens can participate in civic life (a -d) HISTORY Standard 5.3 Students know how political power has been acquired, maintained, used and/or lost throughout history. (a, b, g) Standard 6.2 Students know how societies have been affected by religions and philosophies (a).

Lesson Outline

Introduction to Lesson:

As this is the first lesson to introduce peacemakers to the students, it is helpful to start out with a peacemaker pop quiz to see how much students know about peace breakers and peacemakers. Then move the class into a discussion on Gandhi and his strategies of nonviolent social change.

Icebreaker / Quick Activity to Assess Prior Learning:

Activities

Activity 1:                                                                                    Peacemaker Pop Quiz

Refer to Attachment A for answers to the quiz. Pop Quiz over prominent figures in our world. Found in: Teaching Peace, A Guide for the Classroom and Everyday Life , By Leah Wells, Santa Barbara : Nuclear Age Peace Foundation, 2003.

Who are:

1. Stonewall Jackson

2. Thomas Jefferson

3. Arnold Schwarzenegger

4. Ronald Reagan

5. Woodrow Wilson

6. Dorothy Day

7. Jeanette Rankin

8. A.J. Muste

9. Mairead Maguire

10. Mkhuseli Jack

After reading all the names, ask the students to identify each person. The first five should be easy. The last five get tougher. You may use these suggested people or substitute your own favorite famous characters in this list. For more ideas, go to Attachment B (Peacemaker Biographies) or you can visit the Nuclear Age Peace Foundation www.wagingpeace.org and look under Peace heroes.

Discussion Questions:

The following questions are helpful to ask after reading and debriefing the answers to this list:

1. Why are the first five people very familiar to us?

2. What contributions to our world do they have in common?

3. Why are we unfamiliar with the last five people on the list?

4. Are their contributions less important?

5. Why have nonviolent leaders been written out of history?

Activity 2:                                                                                        Gandhi (the movie)

Film by: Richard Attenborough

 Begin this activity by asking what the students know about Gandhi.

 Important Points to emphasize:

• You could spend a lifetime studying Gandhi, his philosophies and his campaigns.
• He has written over 90 volumes of work ranging from economics to education to politics to diet and health.
• He is known as the father of nonviolence but he would himself claim that nonviolence is as old as the hills. Regardless, he was the first person to elevate the practice of nonviolence to such a level.
• For him, nonviolence was not just a strategy but a way of life.
• He is known for having freed India from British rule.

Historical Context:

• Gandhi was born in 1869 when India was in its 2 nd century of British domination. During this time, the British Empire extended around the world and was at the peak of its wealth and power.
• As a people under British rule, Indians watched their wealth, human rights and culture erode.
• Military rebellion had proved disastrous, as Britain had a powerful army.
• The British Empire also wielded economic might in India by selling goods manufactured in Britain to Indians. In this way, the British ensured that resources would continue to flow into their own pockets so that Indians would remain poor and dependent (similar dynamic between free trade agreements and corporations).
• It took someone like Gandhi with his creative approach to restore home rule to India .
• Gandhi had experimented with nonviolence in South Africa (1893-1914) where he coined the term Satyagraha which is a Sanskrit word meaning “holding on to truth” or “truth force” – love in action, holding on to truth no matter how fierce the storm, new way of overcoming injustice, and nonviolent noncooperation.
• He brought those ideas back to the struggle in India certain that he could free India politically from British domination without war and without violence.

Explain to the students that they will be watching a 15-minute segment of the movie Gandhi . This particular segment centers around the Salt March in 1930. These are some of the facts to know before watching the film segment:

Lord Irwin, British Viceroy (first person you see in the segment) – representative of the British government

Amritsar Massacre (there is a reference made to this massacre) – Thousands of Indians assembled at Jallianwala Bagh on April 13, 1919. The entrance to the meeting place was blocked by troops and the British commander, General Dyer, ordered the soldiers to open fire without warning. The shots killed nearly 400 people and wounded at least 1,200. This event, made it clear to both British and Indian leaders that government policy in India now rested solely on the use of force.

American Reporter – with the United Press (North American news agency)

Ask the students to think about the question: What were the strategies that Gandhi used during his Salt Campaign?

Discussion Questions:

1. What stands out for you in this film?

2. What were some of the strategies that Gandhi used during his Salt Campaign?

3. What did Gandhi mean when he said, ‘They are not in control, we are.'?

Points about Gandhi's strategies that can be made from the film:

Gandhi was a letter-writer. Before undertaking or escalating a campaign, Gandhi wrote a letter to the “person in charge”, stating the problem as clearly as possible and outlining what he wanted to have happen, as well as contingency plans for what he would do if his reasonable requests were not granted.

He chose a unifying theme: salt. In a tropical climate, every human being requires salt, therefore all sectors of society regardless of status, class, wealth or ability could relate to this issue. It also served as a symbol of colonial exploitation.

Gandhi elevated the collective self-confidence of Indian Society. Spinning Wheel, underlining that we have the power not them. Introduce concept of constructive work. See Attachment D (Vocabulary Definitions).

Gandhi orchestrated marches, gave inspirational talks and speeches. Symbolized momentum and movement, a critical mass of people was able to show the British rulers and the world that there was mass grassroots support for nonviolent change in India .

Gandhi encouraged people to go to jail. When people disobeyed oppressive laws on a mass scale, their bodies in prison represented the failure of the system to contain the nonviolent movement.

Gandhi mandated total nonviolence. The British lost their moral high ground when they struck down hundreds of nonviolent resisters who were completely unarmed. Gandhi also advocated cultivating fearlessness as a way of responding nonviolently. If you fear nothing, not even death, then what can your opponent hold against you?

Gandhi encouraged international coverage of events. This allowed the world to see what was happening in India and to evoke sympathy from the international community as to the Indians' demands.

Other points that can be made:

• Everything Gandhi did was an experiment in expanding a human being's capacity to love.
• Gandhi's most important experiments were in the art of living meaningfully in a world full of violent conflict and incessant change.
• Gandhi's intent was not just to rid India of British rule; rather it involved elevating the collective self-confidence of Indian society. It encompassed a revolution of values, a personal transformation, taking responsibility, being self-disciplined, looking internally.

Activity 3:                                                                     Discussion on Gandhi's Quotes

Depending on the time, put one, two or all of the following quotations on an overhead or have students read them aloud in class.

“You must be the change you wish to see.”

“My life is my message.”

“My creed of nonviolence is an extremely active force. It has no room for cowardice or even weakness. There is hope for a violent man to be some day nonviolent, but there is none for a coward.”

“There are no limits to our capacities.”

Discussion Questions:

1. What do these quotes mean to you?

2. If you wish to see peace on earth, what must you do to promote that?

3. What will you do TODAY to start this process of change?

Activity 4:                                                                                             Group Reading

Close by reading, “ My Faith in Nonviolence” by Gandhi. This is a short piece and each paragraph can be read by one student so that it is read out loud together as a group. If there is still time it can be opened up for discussion. Found at: http://www.salsa.net/peace/conv/index.html

1. Did anything in particular stand out to you?

2. What ideas have relevance in today's world?

Helpful Hints / Comments from Previous Facilitators:

Run through the background material fairly quickly. The film segment is what provokes more discussion. It is important to have students understand the importance of Gandhi using salt as a unifying theme in his campaigns. Many students in North America don't understand why salt is so important to human beings (in this culture, we have the problem of eating too much salt and people get the impression that it is ‘bad for us'). Emphasize that poor people who aren't eating a balanced diet really need salt, especially in a tropical climate, where overexertion can cause a loss of sodium chloride (salt) through sweating (five grams of salt are needed daily).

Idea for another activity:

The points about Gandhi's strategy (following from the film) form the basis for good discussion about the students' reaction to each. If time allows, the students might try to adapt the strategy to a situation existing today.

DJPC 2004

Attachment A: Peacemaker Pop Quiz Answers

Peacemaker Pop Quiz Answers

1) Stonewall Jackson, was a Confederate Lieutenant General in the Civil War.

From www.stonewalljackson.org

2) Thomas Jefferson , the third President of the United States (1801-1809). Jefferson drafted the Declaration of Independence, and as President, he negotiated the Louisiana Purchase and encouraged the Lewis and Clark expedition.

3) Arnold Schwarzeneger, Hollywood actor who has appeared in such movies as The Terminator series. He is the Republican Governor of the state of California .

4) Woodrow Wilson , the twenty-eighth President of the United States (1913-1921). Like Roosevelt before him, Woodrow Wilson regarded himself as the personal representative of the people. "No one but the President," he said, "seems to be expected ... to look out for the general interests of the country." He developed a program of progressive reform and asserted international leadership in building a new world order. In 1917 he proclaimed American entrance into World War I a crusade to make the world "safe for democracy." He advocated for the League of Nations but the U.S. never ratified the treaty. He was awarded the 1919 Nobel Peace Prize.

From www.whitehouse.gov/history/presidents/ww28.html

5) Ronald Reagan , the fortieth President of the United States (1981-1989). In foreign policy, Reagan sought to achieve "peace through strength." During his two terms, he increased defense spending 35 percent, but sought to improve relations with the Soviet Union . In dramatic meetings with Soviet leader Mikhail Gorbachev, he negotiated a treaty that would eliminate intermediate-range nuclear missiles. Reagan declared war against international terrorism, sending American bombers against Libya after evidence came out that Libya was involved in an attack on American soldiers in a West Berlin nightclub. Reagan advocated smaller government, but the deficit increased during his time in office.

From www.whitehouse.gov/history/presidents/rr40.html

6) Máiread Corrigan Maguire was thrust into a leadership position in the wake of tragedy. On August 10, 1976, two of her nephews and one of her nieces, all little children, were killed on a Belfast street corner. A British army patrol shot and killed an IRA gunman, Danny Lennon, whose car then plowed into the sidewalk, killing the children, and severely injuring Mairead's sister, Anne, who died several years later. In a land soaked with blood, their deaths came as a severe shock. Suddenly, thousands of people began to say, "Enough is enough. The killing and violence have to stop." With Betty Williams and Ciaran McKeown, Máiread organized weekly peace marches and demonstrations that instantly brought out over half a million people throughout Northern Ireland , as well as in England and Ireland . They also co-founded the Community of the Peace People to continue their peacemaking initiatives.

The following year Betty and Máiread were awarded the 1976 Nobel Peace Prize. With her friends, Máiread organized nonviolent actions, spoke out against war, reconciled peoples on both sides of the dividing wall, and said “Yes” to a vision of peace for Northern Ireland and the whole world. Everywhere she went, she spread her gentle, life-giving, disarming spirit.

From www.wagingpeace.org/menu/programs/youth-outreach/peace-heroes/maguire-mairead-corrigan.htm

7) Jeanette Rankin's goal in life was to help people and work for social reform. She began working for orphans in Washington and the Washington Campaign for Women's Suffrage. She was convinced that better laws were the key to solving the problems of human misery. She also thought that women must have an equal part in making these laws. She began her work in her home state of Montana , promoting suffrage for women. In February 1911, she gave a speech before the Montana legislature where no woman had ever been invited to speak before. The good reception of her ideas motivated her to begin working nation-wide to get the vote for women as a constitutional right.

Her self-confidence propelled her to run for a seat in the United States Congress in 1916. After a controversial campaign, Ms. Rankin was elected the first woman to Congress, winning against many powerful social influences, including newspaper owners.

During World War I, President Woodrow Wilson asked Congress to declare war on Germany . The vote process was particularly tough for Rankin because she felt she had the responsibility of representing the women of the country. Even with many sources of pressure on her to vote in favor of war, she was loyal to her peace principles, and voted "no" to war. Rankin's "no" vote did not stop the war, but it made clear to everyone that this representative had come to work for peace, not for politics.

During her term in Congress, Rankin worked to improve conditions for workers, to improve medical attention for children and many other social causes. After leaving United States Congress she joined "The Zurich Congress," a group of outstanding pacifist women from countries involved in war. The Zurich Congress intended to develop plans to prevent future wars. Rankin was involved in many social, political and pacifist activities; however, she said once that her only job during life had been to try to make a better world. Although at times unpaid and unsupported in her ideas and activities, the woman from Montana always maintained an active and enthusiastic spirit.

In 1939 another war in Europe brought out the possibility of the participation of the United States . Rankin was very concerned about American involvement in this new war; therefore, she ran again for Congress to keep the U.S. from entering the war. For this new campaign, she approached young people for their support, and again won a seat in Congress.  This time, however, she was alone in voting against war. Hers was the only vote cast against joining the war. Rankin not only opposed the war with her vote, she proposed that congressmen and other war supporters, including the President, should receive the same treatment they were offering to the soldiers fighting the war, a wage of thirty dollars a month, a tin cup and a bread card, so they would live on the same food the soldiers did. Obviously this proposal did not pass, and her brave action brought her strong opposition and attacks from every side. Rankin was called everything from "old fossil" to "traitor Nazi," but her moral standards did not allow her to do less than oppose the war. (Rankin served only two terms in Congress and, in each, she voted against war.)

Her tireless spirit moved her to join the new pacifist movements lead by young people during the years of the Korean and Vietnam wars. Rankin became a symbol of peace for the new pacifists at the end of the century. When she was 88 years old, she led a march against war. The march was called the "Jeannette Rankin Brigade" and there were about five thousand people in the protest march on Washington , D.C. On February 14, 1972, after a period of non-stop activity she received an award as "The World's Outstanding Living Feminist." Rankin's spirit, ideals and dreams were still vigorous when her heart failed in 1973.

From www.wagingpeace.org/menu/programs/youth-outreach/peace-heroes/rankin-jeannette.htm

8) Dorothy Day - After her conversion to Catholicism, Day devoted the rest of her life to helping the poor and the homeless. She was untiring in her pursuit of peace and social justice for all. With Peter Maurin, Dorothy started the Catholic Worker Newspaper. Out of it grew the Catholic Worker Movement. She rejected the culture of capitalism that produced human misery and loss of dignity.

Dorothy shared her life and unconditional love with people caught in poverty and destitution. She understood the work that needed to be done and she chose to do it while sacrificing her own comforts. She was a tough woman of unyielding principle, standing up in protest against war, injustice, and conditions of impoverishment.

From www.catholicworker.org/dorothyday/ddbiographytxt.cfm?Number:72

9) A.J. Muste- Abraham Johannes Muste, born on January 8, 1885, died on February 11, 1967. Known to the public as A.J. Muste and to his friends and associates simply as "A.J.", he was a remarkable and in some ways enigmatic figure bridging the nineteenth and twentieth centuries.

Born in Holland , he was brought to the U.S. as a child of six and raised by a Republican family in the strict Calvinist traditions of the Dutch Reformed Church. In 1909 he was ordained a minister in that church, and married Anna Huizenga, with whom he was to share the next 40 years and raise three children. A.J. soon made a decision that would begin a lifetime of carefully considered radical activism. In the 1912 presidential election, he cast his vote for Eugene Victor Debs. In 1914, increasingly uncomfortable with the Reformed Church, he became pastor of a Congregational Church. When war broke out in Europe , A.J. became a pacifist, inspired by the Christian mysticism of the Quakers. Three years later these beliefs cost him his church. He then started working with the fledging American Civil Liberties Union in Boston , and took a church post with the Friends in Providence . In 1919, when the textile industry strikers appealed for help from the religious community, he suddenly found himself thrust into the center of the great labor strikes in Lawrence , Massachusetts . The young Dutch Reformed minister had become a respected--and controversial--figure in the trade union movement.

For several years during the 1920s, he served as Chairman of the Fellowship of Reconciliation but steadily drifted toward revolutionary politics. In 1929 he helped form the Conference for Progressive Labor Action (CPLA), seeking to reform the American Foundation of Labor (AFL) from within. He formed the American Workers Party in 1933, a "democratically organized revolutionary party" in which A.J. played the leading role.

A.J. had now completed one stage of his evolution, from conservative young pastor to revolutionary American Marxist. He abandoned his Christian pacifism and became an avowed Marxist-Leninist. He was a key figure in organizing the sit-down strikes of the 1930s. Cooperating with James Cannon of the Trotskyist movement, he merged his own political group with Cannon's, forming the Trotskyist Workers Party of America.

A.J.'s life after retirement was rich not with honors but with action. He continued for nearly another twenty years to trouble the society around him. He became the leader of the Committee for Nonviolent Action, an organization whose members sailed ships into nuclear test zones in the Pacific, hopped barbed wire fences into nuclear installations in this country, and went out in rowboats to try to block the launching of American nuclear submarines. In 1961, a team of pacifists completed an extraordinary walk all the way from San Francisco to Moscow and, thanks largely to the diplomacy of A.J., was able to carry the message of unilateral disarmament not only to towns all across the country, but even into Moscow's Red Square.

But it was with the onset of the Vietnam War and its fierce popular opposition that A.J. entered what may have been the most active period of his life. He alone was trusted by all the radical groups, he alone was able to act as the center around which they could organize the vast coalition of energies which became the American movement to end that war. In 1966, he led a group of pacifists to Saigon , where after trying to demonstrate for peace, they were arrested and deported. Later that same year, he flew with a small team of religious leaders to Hanoi where they met with Ho Chi Minh: old men meeting in the midst of war, one of them committed to the path of violent change, the other to nonviolence. Less than a month later, A.J. died suddenly in New York City . At his death messages of condolence came from sources as diverse as Ho Chi Minh and Robert Kennedy.

From www.ajmuste.org/ajmbio.htm

10) Mkhuseli Jack- Mkhuseli Jack was raised on the farmlands of South Africa 's Eastern Cape and knew nothing of anti-apartheid politics, the imprisonment of Nelson Mandela, or the efforts for freedom launched by the African National Congress when he moved to the industrial city of Port Elizabeth in search of a high school education. He was radicalized by the apartheid laws that kept him from enrolling in a city school. With the support of local organizations, he gained admission and developed as a natural leader of his peers. He founded and headed the Port Elizabeth Youth Congress and became deeply involved in the emerging civic movement that led to his subsequent formation of the United Democratic Front. He became a key leader of strikes, boycotts, and other grassroots efforts, which, during the 1980s, reverberated throughout the country and were instrumental in creating the national and international climate that defeated apartheid. Jack's willingness to subject himself to repeated imprisonment and the rigors of extended hunger strikes earned him the loyalty of South African blacks and the respect of the white community, which eventually included him in key negotiations. In the early 1990s, Jack earned an honors degree in economics and development studies at Sussex University in Britain and is now a successful businessman in Port Elizabeth .

From www.pbs.org/weta/forcemorepowerful/safrica/people.html#jack

Jane Addams
by Sean Kirkpatrick

"I believe that peace is not merely an absence of war
but the nurture of human life, and that in time this nurture would
do away with war as a natural process."

Jane Addams is one of the foremost pioneers of peace and freedom. Her accomplishments and influence have been the inspiration for many all over the world. A devout Roman Catholic once said of the Protestant Addams, "There have been two very great women in history, Mary, the Mother of Jesus, and Jane Addams, the Mother of Men." Jane Addams was truly a believer in the spirit and value of all humanity.

Born to a member of the Illinois State Legislature, John Addams, Jane sought to follow in the virtuous footsteps of her father. She spent long hours reading in order to expand her education, while at the same time showing sympathy for those less fortunate than she. According to her biography by Edna M. Baxter, "she was only six when her feeling for others was first reflected in her reaction to the poverty she saw in the back streets of Freeport near her own home town." It was here that Addams first started to show signs of sympathy and began to directly help the impoverished.

Although she was very young when she first began to help the poor, it was not until later that she decided to dedicate her life to it. Addams stated, as if in reaction to the good fortune she had been born into, "the blessings which we associate with a life of refinement and cultivation can be made universal and must be made universal if they are to be permanent."

In 1888 she established the Hull House, an organization internationally renowned for being a "Cathedral of Compassion." Activities included the Hull House Public Kitchen, which provided food for working women who had previously always depended on canned goods and candy to feed their families, and the "Jane Club," a co-operative boarding club for girls who had to work

Jane Addams also established and developed many other community programs and services, all of which were guided by her ideology of peace. Addams once stated, "In my long advocacy of peace I had consistently used one line of appeal. . . that a dynamic peace is found in that new internationalism promoted by the end of all nations who are determining upon the abolition of degrading poverty, disease and ignorance with the resulting inefficiency and tragedy." This thought process pushed Addams through a lifetime of achievements that made her one of the foremost leaders of peace.

From www.wagingpeace.org/menu/programs/youth-outreach/peace-heroes/addams-jane.htm

Helen Caldicott

"As a doctor, as well as a mother and a world citizen, I wish to practice the ultimate form of preventive medicine by ridding the earth of these technologies that propagate disease, suffering, and death."

All physicians are required to take the Hippocratic Oath, a vow to dispense care in a professional and ethical manner. Dr. Helen Caldicott has taken that promise one step forward by swearing to care for the Earth with the same dedication and concern she reserves for her patients. She has spoken out against nuclear technology and has rallied many others to make their voices heard as well. Her books and lectures about the need to care for the planet have received international acclaim and have made Dr.Caldicott a widely respected hero of peace education.

Dr. Caldicott became increasingly concerned about nuclear technology in the early 1970s. The French government was conducting numerous atmospheric nuclear weapons tests in the South Pacific Ocean . After radioactive fallout from these tests were detected in her city of Adelaide , South Australia , she began writing letters to newspapers and appearing on television explaining the real and graphic effects of radiation sickness. Dr. Caldicott became recognized for her direct and dramatic manner of teaching the horrors of nuclear technology. As she explained, "Every time the French blew up another bomb I was back on the news talking about fallout and babies."

Through her constant efforts of public awareness, she was able to galvanize others into action. What began as a letter written to a newspaper later resulted in the Australian government contesting the French in the International Court of Justice. The Court's decision ultimately led to a ban on nuclear atmospheric testing in the Pacific Ocean .

In the late 1970s Dr. Caldicott moved to Boston , Massachusetts to teach at Harvard University . There she became co-founder of the Physicians for Social Responsibility. Initially consisting of only 10 members in 1979, the organization has since grown and evolved into the International Physicians for the Prevention of Nuclear War (IPPNW). With over 135,000 concerned medical professionals and citizens, the organization has educated countless people about the effects of nuclear war. In 1985 the Nobel Peace Prize was presented to the IPPNW for their role in peace education. The Nobel Committee announced that "the organization has performed a considerable service to mankind by spreading authoritative information and by creating awareness of the catastrophic consequences of atomic warfare."

Her peace activism has continued over the years. Besides being the inspiration for the IPPNW, she founded the Women's Action for Nuclear Disarmament and has served as the Director of the Stanley Foster Foundation, an organization dedicated to the promotion of environmental education. For her efforts she has received countless awards and honorary degrees, including a nomination for the Nobel Peace Prize. Her work has brought her in close contact with many of the world's leading heads of state, including Mikhail Gorbachev and Ronald Reagan. Meeting with Gorbachev, she thanked him for saving the planet, to which he responded, "Thank you."

Over the last few years, she has spent most her time traveling around the world addressing both environmental and nuclear issues. She has made a passionate call for us to take better care of our planet by demonstrating that the degradation of the planet caused by uncontrolled consumerism is as damaging and dangerous as a nuclear war.

Through her books and lectures, Dr. Caldicott has given us the necessary prescription to heal the Earth. All we have to do now is make a sincere commitment to do so. For just as she has routinely demonstrated, a single person can make a difference.

From www.wagingpeace.org/menu/programs/youth-outreach/peace-heroes/caldicott-helen.htm

Cesar Chavez
By Alex Love

In an age when discrimination ruled North America and race riots were breaking out in the streets, a peace hero was born. In a place where your race and culture determined your salary, a union leader was born. In a life with all odds against him, a man beat the odds, became inspirational, and made a difference. This man was Cesar Chaves.

Cesar Chaves was brought into this world on March 31, 1927 in the Gila Valley where his family owned a ranch and a store. Because his family all spoke Spanish, Cesar had a difficult time in school and preferred to learn from his uncles and mother. His schooling was cut short in 1937 when his father lost the store as a result of the Great Depression and later lost the ranch to a drought. The family moved to California where they became part of a migrant community. Since they moved from migrant camp to migrant camp, Chaves sporadically attended over 30 elementary schools where he constantly experienced racial discrimination. Finally, in eighth grade Cesar quit school to work full time to help support his family. During this period his mother taught him the importance of selflessness and peace and taught him to love those who refused to love him. These lessons shaped him into the man he would be in his adult life.

After a poor childhood full of discrimination, Chaves finished his duty in the military during World War II before returning to migrant work in Delano , California with his new bride, Helen Fabela. Shortly after joining the work force, the workers went on strike to protest poor working conditions and low wages. Unfortunately after only a few days, the workers were forced to return to work.

Then occurred the major turning point in Cesar's life. He met Fred Ross, part of the Community Service Organization. Chaves joined the organization, began pushing Mexican-Americans to register and vote, gave speeches all over California on workers' rights and finally became general director of the CSO. However, this was not enough for Chaves. He was determined to make a real difference for minorities. In 1962 he resigned from the CSO and formed his own organization called the National Farm Workers Association (now known as the United Farm Workers). Through this organization he led a strike of all grape-pickers in California to protest low wages, bad working conditions, and long hours. He also beseeched Americans to boycott grapes to show their support. The strike lasted five years and even attracted national attention, including the attention of Robert Kennedy. This national attention helped win the battle over teamsters and finally the NFWA (UFW) was given the exclusive right to organize field workers. In the 1970s and 1980s, Chaves grew famous for his protests against toxic pesticides, boycotts, and strikes, which all generally ended with successful bargaining agreements. At one point he even fasted to draw attention to the needs of lettuce growers. On April 23, 1993, after a highly successful life of aiding others peacefully, creating equal employment conditions for Mexican-American workers, and drawing national attention to the problems of discrimination, Cesar Chaves passed away.

Cesar Chaves should be considered a great peace hero of the 20th century because he did the right thing in a time when others had given up on equality and peace and either resorted to violence or believed that peaceful equality was only a dream. Because many minorities had given up the idea of peaceful change, race riots broke out all over the country. Cesar had as much, if not more, reason for hating those that discriminated against him, and could have reasoned that this violence was necessary. His family was held down by unfair wages, poor working conditions, discrimination in school, and even a lack of proper teaching resources (no English as a Second Language classes) just because he was a Mexican-American. In a time when he could have been full of rage at the unfairness of discrimination, he decided that he would not give up on peace and fought his entire life, peacefully, to be considered equal. Later in his life when he had achieved a well paying job as head of the CSO, he still wouldn't give up on his dream of a “peacefully obtained” equality. He made farming in California what it is today, made the public aware of the inequalities in this society, and gave selflessly to others without gain, all for a dream of peacefully reaching equality. Cesar Chaves was a man who looked bigotry in the face and said that he would not raise his fist to win, but instead he would peacefully and lawfully become recognized as equal. He is a true hero of peace.

From www.wagingpeace.org/menu/programs/youth-outreach/peace-heroes/chavez-ceasar.htm

On Dorothy's Day's Induction Into the National Women's Hall of Fame

By
Martha Hennessy

Speech at Dorothy Day's induction into the National Women's Hall of Fame, Seneca Falls , New York , October 5, 2002.

On behalf of my family and the many Catholic Workers and others who continue to carry on the good work in her spirit, I would like to express our appreciation for today's recognition of Dorothy's leadership. I would like to thank Margaret Driscoll who helped put forth the nomination. Margaret, like many of us, received a lifetime of inspiration from Dorothy. She understood Dorothy's gift of being able to change a person's way of thinking strongly enough to move them to take action and work for justice.

Dorothy once commented that anyone could hand out sandwiches and soap. This kind of work is defined by the reason and intent behind it. Dorothy shared her life and unconditional love with people caught in poverty and destitution. She understood the work that needed to be done and she chose to do it while sacrificing her own comforts. She was a tough woman of unyielding principle, standing up in protest against war, injustice, and conditions of impoverishment. Her authority was rooted in her courage, fearlessness, and faithfulness to the gospel. She brought the Church to task for loosing sight of the commitment to serving the poor and disempowered. She rejected the culture of capitalism that produced human misery and loss of dignity. Dorothy created an example for us in which she integrated political, theological, moral, and social ideals into an effective and powerful model.

Her movement grew from personalism, not as an organizational structure. Her written and spoken words will forever remain a testament to this.

Twenty-two years after her passing, communities, which she called Houses of Hospitality, continue to carry on throughout the country and world. In recent years we have seen a growing need for these works of mercy. Rather than making gains through so called better economic times, conditions of homelessness, poverty, lack of health care, racism, and unemployment are only increasing. Instead of addressing these pressing social and economic needs and their underlying causes, our resources and attention are being diverted by a drumbeat of war mongering, and the building of a colossal war machine. We are living with a growing threat that spreads with little democratic decision-making or deliberation. We are about to unleash overwhelming force against an impoverished nation. The purpose of this unilateral war is to establish the United States as the dominating economic and military global power with unfettered corporate exploitation to follow. Millions of lives are to be sacrificed to maintain high poll ratings for politicians, and outrageous wealth for a fraction of the world's population.

Dorothy would protest this current state of affairs with her strong voice of dissent. She declared "...We must forever renounce war as an instrument of policy." If we want to truly honor her, we should put her ideals into action. She was larger than life because she could galvanize others to act, and she stills does.

Dolores Huerta

Dolores C. Huerta is the co-founder and First Vice President Emeritus of the United Farm Workers of America, AFL-CIO ("UFW"). The mother of 11 children, 14 grandchildren and four great-grandchildren, Dolores has played a major role in the American civil rights movement.

Dolores Huerta was born on April 10, 1930 in a mining town in northern New Mexico , where her father, Juan Fernandez, was a miner, field worker, union activist and State Assemblyman. Her parents divorced when she was three years old. Her mother, Alicia Chavez, raised Dolores, along with her two brothers, and two sisters, in the central San Joaquin Valley farm worker community of Stockton , California . Her mother was a businesswoman who owned a restaurant and a 70-room hotel, which often put up farm worker families for free.

Dolores' mother taught her to be generous and caring toward others. Because of her mother's community activism, Dolores learned to be outspoken. After high school, Dolores attended the University of Pacific 's Delta Community College and received a teaching degree. After teaching grammar school, Dolores left her job because in her words, "I couldn't stand seeing kids come to class hungry and needing shoes. I thought I could do more by organizing farm workers than by trying to teach their hungry children."

In 1955, she was a founding member of the Stockton chapter of the Community Service Organization ("CSO"), a grass roots organization started by Fred Ross, Sr. The CSO battled segregation and police brutality, led voter registration drives, pushed for improved public services and fought to enact new legislation. Recognizing the needs of farm workers, while working for the CSO, Dolores organized and founded the Agricultural Workers Association in 1960. She became a fearless lobbyist in Sacramento , and in 1961 succeeded in obtaining the citizenship requirements removed from pension, and public assistance programs. She also was instrumental in the passage of legislation that allowed voters the right to vote in Spanish, and the right of individuals to take the driver's license examination in their native language. In 1962 she lobbied in and Washington DC for an end to the "captive labor" Bracero Program.

It was through her work with the CSO that Dolores met Cesar Chavez. They both realized the need to organize farm workers. In 1962, after the CSO turned down Cesar's request, as their president, to organize farm workers, Cesar and Dolores resigned from the CSO. Dolores, single with seven children, joined Cesar and his family in Delano , California . There they formed the National Farm Workers Association ("NFWA"), the predecessor to the UFW.

In addition to organizing, Dolores continued to lobby. In 1963, she was