Freedom from Madness

Mahatma Gandhi had a very ambitious mission: to teach total nonviolence to the people of India. He had used civil disobedience and his fasts to free India from British imperialism in 1946. Now he wanted to teach his people how to create peace and racial harmony. “We are one human race,” he would say. “Religion must unify us, not divide us.” In this inspiring story, Gandhi’s grandson tells the story of how the great teacher helped Souren Bannetji, whose life had been ruined by religious hatred, to set aside anger and vengeance and learn how to forgive. Out of tragedy, Souren could create a new life for himself and his new family. He came to understand Gandhi’s words: “Change can come only one life at a time.”

Freedom from Madness
Mahatma Gandhi had a very ambitious mission: to teach total nonviolence to the people of India. He had used civil disobedience and his fasts to free India from British imperialism in 1946. Now he wanted to teach his people how to create peace and racial harmony. “We are one human race,” he would say. “Religion must unify us, not divide us.” In this inspiring story, Gandhi’s grandson tells the story of how the great teacher helped Souren Bannetji, whose life had been ruined by religious hatred, to set aside anger and vengeance and learn how to forgive. Out of tragedy, Souren could create a new life for himself and his new family. He came to understand Gandhi’s words: “Change can come only one life at a time.”

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

L.PK-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation..

W.PK-12.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills:
social justice, diversity, equity, and inclusion, leadership, social emotional learning, language arts, community service, social studies

Fulfilling Martin’s Dream

When Frank Carr heard Martin Luther King Jr. give his famous “I Have a Dream” speech, it was a turning point in his life. Returning to Chicago, he challenged his business colleagues to join him in opening doors of opportunity to “all God’s children” so they could succeed in the. corporate world. His vision led to the national organization, INROADS which provides mentors and internships for over 6,000 young people like Juan, a young Mexican immigrant who was given a chance to succeed. Now a manager at Wm. Wrigley Jr. Company, Juan says” There is so much talent in our youth. We all need to take the time to harvest it and help them realize their dreams.”

Fulfilling Martin's Dream
When Frank Carr heard Martin Luther King Jr. give his famous “I Have a Dream” speech, it was a turning point in his life. Returning to Chicago, he challenged his business colleagues to join him in opening doors of opportunity to “all God’s children” so they could succeed in the. corporate world. His vision led to the national organization, INROADS which provides mentors and internships for over 6,000 young people like Juan, a young Mexican immigrant who was given a chance to succeed. Now a manager at Wm. Wrigley Jr. Company, Juan says” There is so much talent in our youth. We all need to take the time to harvest it and help them realize their dreams.”

ELA Learning Standards:

H.9–10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

SL.11-12.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11–12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

R.PK-12.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI.9-10.9
Analyze seminal documents of historical and literary significance (e.g., Washington’s Farewell Address, Lincoln’s Second Inaugural and the Gettysburg Addresses, Roosevelt’s Four Freedoms speech, King’s “Letter From Birmingham Jail”), including how they address related themes and concepts.

W.PK-12.6
Use technology to produce and publish writing and to interact and collaborate with others.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills:
Leadership, Changing an Injustice, Communications, Planning and Organization, Goal Setting, Content of Character