Humanitarian Leaders in World History
Course Number – Semester/Year
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Course Overview and Goals:
This course will focus on humanitarian leaders from around the globe who have changed
the world in a positive way. We will study a diverse range of people, including human
rights activists, environmentalists, religious leaders, and non-violent social reformers.
Students will examine how change occurs within societies and the kinds of people who
have been able to successfully implement major social transformations. Among the
people and movements we will examine in detail are Mohandas Gandhi, Bishop
Desmond Tutu, Muhammad Yunus, Abdul Sattar Edhi, Mother Teresa, Wangari Maathai,
Gloria Steinem, John Muir, Cesar Chavez, Lech Walesa, Wael Ghonim, Harvey Milk,
Jane Goodall, Dorothea Dix, and Harold Wilke. The course will analyze the different
strategies people have used to initiate changes and the type of personality traits typical of
humanitarians.
In addition, this class will help students develop their reading, writing, and critical
thinking skills. Students will be asked to examine documents, consider multiple
perspectives, and produce compelling expository and analytical writings. The class will
involve some lecturing, but will mostly be a discussion-based course, requiring a
significant amount of student participation.
As a student in this class, you will be expected to attend all classes and participate
actively in group discussions. You will be expected to read all materials assigned and
to listen attentively to all lectures, with a genuine desire to learn. All assignments will
be due on dates provided. All work handed in after that point will be regarded as late
and will lose points for each day it is late.
Course Text:
A Force More Powerful by Peter Ackerman and Jack Duvall (Palgrave Macmillan Trade; 1St
Edition edition)
Course Films:
A Force More Powerful (2000 Documentary – Steven York)
Mother Teresa (1986 Documentary – Ann and Jeanette Petrie)
Have You Heard From Johannesburg? (2010 Documentary Film Series – Connie Field)
The Times of Harvey Milk (2004 Documentary Film – Rob Epstein)
Week 1: The Roots of Human Altruism
Introduction to Course – Goals, Themes, Core Ideas
Discussion of Human Nature – History, Psychology, & Science
Discussion of Great Ideas and Foundations of Moral Behavior
Core Questions:
What is human nature? Are humans hard-wired for empathy and cooperation?
Where does human morality come from? What does the evidence say?
What is a Humanitarian? What - if anything - makes them different from everyone else?
In-Class Materials
Readings –
“We May Be Born With an Urge to Help” by Nicholas Wade (N.Y. Times)
“Beyond Selfishness” by Alfie Kohn (Psychology Today)
Film Clip - Empathy and Animal Morality - by Frans Du Waal - http://www.youtube.com/
watch?v=GcJxRqTs5nk
Activities:
Review Syllabus and Course Requirements/Expectations
Discussion about human nature
In-Class Readings and Frans Du Waal Video Clip - http://www.youtube.com/watch?
v=GcJxRqTs5nk
Homework (for next class):
Readings:
1.“Roots of Religion” by Dr. Barry Andrews (4 pages)
2.“Great Transformations” by Karen Armstrong – Book Review by Jane Lampman (2
pages)
3.“Religion and Peace” – by Eric Brahm (3 pages)
Week 2: The Role of Religion
Discuss the Many Roles of Religion (Durkheim’s Functionalism, Marx’s Conflict Theory)
Analyze the Role of Religion in the Struggle for Justice
Revolutionary Religious Ideas – Ahimsa, Golden Rule, Universal Brotherhood, Satyagraha,
Unconditional Love
Core Questions:
What role does religion play in human societies? What needs are met by religion?
How have religious ideas shaped the struggle for peace and social justice?
What techniques have religious leaders used to change the world for the better?
In-Class Materials
Readings –
“Lord Mahavira: His Life and Philosophy” from Encyclopedia of World
Biography
“Quotes from Mahavira” – collection assembled by R. Jones
Activities:
Discussion About Religion – What Role Does It Play? Does it make us better or worse?
In-Class Readings on Lord Mahavira – Discuss importance of Ahimsa as it connects to
later movements
Discuss Non-Violence as a Tool for Social Justice – Does it work? (Gandhi, MLK,
Women’s Movement)
Homework (for next class):
Readings:
1.“Mother Teresa” – Short Bio from Biography.com (2 pages)
2.“No Greater Love” by Mother Teresa – “On Giving” Section (pages 39 – 47)
3.“Sermon on the Mount” – New Testament – Gospel of Matthew (2 pages)
Week 3: The Making of a Saint
Discuss the Values of Mother Teresa – What motivates her? Why did she choose a life of service?
Analyze Mother Teresa as a Humanitarian Leader –What made her effective? What was her core
message?
How do older ideas (Ahimsa, Golden Rule, Universal Brotherhood) continue to inspire
humanitarians today?
Core Questions:
Why is Mother Teresa so revered? What made her such an effective humanitarian?
What can we learn from the example set by Mother Teresa?
Why do some people criticize Mother Teresa? Are their criticisms valid?
In-Class Materials
Film Clips - Mother Teresa – Documentary by Ann Petrie and Jeanette Petrie (1986
Documentary)
Readings – “Mommie Dearest” by Christopher Hitchens (1 page)
Activities:
Analysis of Mother Teresa as a Humanitarian leader – including strengths and
weaknesses
In-Class viewing of clips from documentary film – Reading of Hitchens’ critique of
Mother Teresa
Discussion – What makes an effective Humanitarian leader?
Homework (for next class):
Readings:
1.“Biography of Swami Vivekananda” by Tejvan Pettinger (3 pages)
2.“Elie Wiesel – A Biblical Story” by Alan Dershowitz (2 pages)
3.“A Conversation with Elie Wiesel” by Joseph Lowin (4 pages)
Writing: Compare S. Vivekananda with E. Wiesel. Discuss 2 similarities and 2
differences. (2 pages)
Week 4: Men of Conviction
Discuss the Accomplishments of George Fox and Abdul Sattar Edhi
Compare the 2 Leaders - examine Similarities and Differences
Which one was a more effective and impactful Humanitarian Leader? Why?
Core Questions:
How did George Fox and Abdul Edhi use their religious beliefs to push for positive
change?
What do these 2 men have in common? What are some key differences?
What can we learn from each of these remarkable men?
In-Class Materials
Powerpoint - Lecture on George Fox
Readings – “The day I met Abdul Sattar Edhi” by Peter Oborne (2 pages)
Film Clip – Unreported World: Defenders of Karachi – by Peter Oborne (2011 News
Report)
Activities:
Lecture on George Fox and the radicalism of Quaker religious views
In-Class reading and film clips on Abdul Edhi
Discussion – What can we learn from these 2 humanitarian leaders? About helping
others? About religion?
Homework (for next class):
Readings:
1. “On Civil Disobedience” by Henry David Thoreau - Excerpts (2 pages)
Week 5: Humanitarian Leaders as Political Activists
Discussion of Thoreau’s “Civil Disobedience” – What is the basic message? Is it still relevant
today?
How do Political Humanitarians try to bring about positive change?
Core Questions:
Why do some Humanitarians care so much about Politics?
What is Civil Disobedience? How do Political Humanitarians use it to bring about
change?
Is non-violence an effective way to bring about positive change?
When it comes to political change and social justice, can one person really make a
difference?
In-Class Materials
Powerpoint: Gandhi – The making of an extraordinary leader and the challenge of nonviolence
Film Clips: Gandhi – Movie by Richard Attenborough - Jallianwala Bagh Massacre scene
A Force More Powerful - Documentary by Steven York
Readings: Excerpts from The Essential Gandhi by MK Gandhi and Louis Fletcher
Collection of Quotes from Gandhi – assembled by Robert Jones
Activities:
Discussion – What is Civil Disobedience and how can it be used to create positive
change?
Lecture on Gandhi and how he became a fearless promoter of non-violent political action
In-Class film clips on Gandhi and excerpted readings from his collected works
Homework (for next class):
Readings:
1.“Mothers of the Plaza de Mayo: First Responders for Human Rights” by Rachel
Koepsel - (5 pages)
2.“My Child Is Your Child” from International Museum of Women website – (2 pages)
http://www.imow.org/wpp/stories/viewStory?storyId=1106
Writing: Write a short 2-page paper answering the following question: What can the
Mothers of the Plaza teach us about the power of ordinary people and the effectiveness of
non-violent action?
Week 6: Non-Violence in Action
Discussion of Non-Violence as a tool for change – Can it really work?
Comparison of Tiananmen Square Uprising (1989) and Egyptian Revolution of 2011
What makes people step forward and fight for freedom?
Core Questions:
Is non-violence an effective way to bring about positive change?
What makes some revolutions work and others fail?
Are political activists Humanitarians? Is political activism another way to “serve” the people?
In-Class Materials
Film Clips: The Tank Man – Documentary by Antony Thomas for PBS Frontline series
Readings: “Gandhi as the Model for Arab Spring” – by Skip Worden
Activities:
Discussion – Who were the Mothers of the Plaza and what do they tell us about nonviolent action?
Discussion – What do students already know about the Tiananmen Square uprising and
the Arab Spring?
In-Class film clips from Tank Man documentary and Wael Ghonim’s TED Talk on
Egyptian Revolution
Homework (due in 2 weeks):
Writing: Is non-violent political activism an effective tool for positive social change? (2
page paper)
Week 7: Defending the Earth
Discussion – How healthy is the Earth’s natural environment today? What is our responsibility to
the Earth?
Learn about problems facing the Earth and people who are trying to help.
Read about one of the greatest Environmentalists of the 20th century – Wangari Maathai.
Core Questions:
What is our responsibility to the Earth and to future generations who will live here?
How healthy is the Earth’s natural environment today?
How do Environmental Humanitarians try to help others?
In-Class Materials
Powerpoint: Lecture on the State of the Earth – environmental problems facing the planet
today
Readings: “Wangari Maathai” – NY Times Obituary by Jeffrey Gettleman
Film Clips: Taking Root – Documentary by Alan Dater and Lisa Merton
Activities:
Discussion – What is our responsibility to the Earth and to future generations who live
here?
Lecture on various environmental problems currently facing the Earth
In-Class reading and film clips on Wangari Maathai and her impact in fighting
deforestation
Homework (for next class):
Reading: “How ‘Silent Spring’ Ignited the Environmental Movement – by Eliza Griswold
(6 pages)
Week 8: The Power of the Pen – Environmentalists Who Write
Discussion – Is the pen really mightier than the sword? How much can you actually accomplish
just by writing?
Discussion – Who was Rachel Carson (homework assignment) and what did she do to change the
world?
Read about one of the most effective environmental activists in US history – John Muir
Core Questions:
What is our responsibility to the Earth and to future generations who will live here?
How much change can you really make just by writing?
How do Environmental Humanitarians try to help others?
In-Class Materials
Readings: “John Muir: Environmental Hero” – by Robert Jones
“John Muir’s Public Service” by William O’Douglas
Activities:
Discussion – How much change can you really achieve just by writing?
Discussion of Rachel Carson from the homework reading assignment
In-Class reading on John Muir and his impact in starting the National Park movement
Discussion – come back to question – can you really change the world just by writing?
Homework (for next class):
Reading: “An Animal’s Place” by Michael Pollan (2 pages)
Week 9: Are Animals Worth Helping?
Discussion – Should animals have rights? Should we protect them from abuse? Why/Why not?
Read the writings of Peter Singer – one of the leading voices for animal rights
Read about Jane Goodall and her achievements in protecting chimpanzees and other animals
Core Questions:
What is our responsibility to other living creatures on this Earth? Should animals have
rights?
What is the basic argument of activists who want to protect animals?
How do Environmental Humanitarians try to help others?
In-Class Materials
Powerpoint – Short lecture on who Peter Singer and Jane Goodall
Readings: Excerpts from the writings of Peter Singer (2 pages)
Film Clips: Helping Humans and Animals Live Together in Africa – Jane Goodall TED
Talk - https://www.youtube.com/watch?v=zbOvPUO_UWw
Activities:
Discussion – Should animals have rights? Should we protect them from abuse? Why/
Why not?
Lecture on Peter Singer and Jane Goodall – two powerful voices for protecting animals
In-Class reading of Peter Singer’s writings (2 pages)
In-Class film clips of Jane Goodall speech on humans and animals living together
harmoniously
Homework (for next class):
Writing: Should animals have rights? Should we protect them from abuse? (3-page paper)
Week 10: The Micro-Loan Revolution
Discussion – Why do some people live in poverty? How can we help them rise out of their
condition?
Learn about Muhammad Yunus and the global microloan revolution he ignited
Core Questions:
In their efforts to promote justice, what specific problems do economic Humanitarian
focus on?
What are Economic Rights and how do they compare to Political Rights?
How do Economic Humanitarians try to help others?
In-Class Materials
Reading: “Muhammad Yunus” – from PBS New Heroes website - http://www.pbs.org/opb/
thenewheroes/meet/yunus.html
Film Clips: Muhammad Yunus TED Talk (TEDxVienna) - https://www.youtube.com/watch?
v=6UCuWxWiMaQ
Bill Moyers Interview With Yunus - from PBS Website - http://www.pbs.org/now/enterprisingideas/
Muhammad-Yunus.html
Activities:
Discussion – Why do some people live in poverty? How can we help them rise out of
their condition?
Short Lecture on Muhammad Yunus and how he got started in the microloan business
In-Class Reading on Muhammad Yunus and his impact on global poverty
In-Class Video Clip of TED Talk that Yunus gave in Vienna – and clip of Interview with
Yunus
Discussion the microloan idea – Can it really eliminate poverty?
Homework (for next class):
Reading: A Force More Powerful by Peter Ackerman and Jack DuVall – Chapter on Lech
Walesa (30 pages)
Week 11: Power in Numbers
Discussion – Why do workers form Labor Unions? Are they good or bad for society?
Learn about the history of Labor Unions – their achievements and their controversies
Discussion – Was Lech Walesa a hero? What did he do for labor and what were his main
accomplishments?
Learn about Cesar Chavez – American labor leader who organized farm workers – and read his
writings
Core Questions:
Why do workers form Labor Unions? What do they hope to gain from it?
Are Unions good or bad for society? Why do some people oppose Unions?
How do Lech Walesa and Cesar Chavez compare?
In-Class Materials
Powerpoint – Short lecture on history of Labor Unions
Reading: “Cesar Chavez” by Rick Tejada-Flores
“Letter from Delano” by Cesar Chavez
Film Clips: Fight in the Fields - PBS Documentary by Rick Tejada-Flores and Ray
Telles
A Force More Powerful - Documentary by Steven York
Walesa Speech - “World must work together” - http://www.youtube.com/watch?v=Xh7yoQbNGg
Activities:
Discussion – Why do workers form Labor Unions? Are they good or bad for society?
Lecture on global history of Labor Unions – including US, UK, Mexico, South America,
Japan
Discussion – Was Lech Walesa a hero? What did he do for labor and what were his main
accomplishments?
In-Class Video Clip of Lech Walesa speech and of Cesar Chavez
In-Class Reading on Cesar Chavez, his activism, and his legacy
Homework (for next class):
Readings: “Pratto Says Social Dominance Theory Explains Discrimination” by Allison
Thompson (2 pages)
“Lucretia Coffin Mott” by Wendy McElroy (5 pages)
Week 12: Challenging the Social Order
Discussion – Why do humans discriminate against other humans? What is the psychological basis
for this behavior?
Learn about Global History of the Women’s Rights movement
Discussion – What role did Lucretia Mott play in the US women’s rights movement?
Read about Gloria Steinem and the rise of feminism
Core Questions:
Why do humans discriminate against other humans? What is the psychological basis for
this behavior?
What happens to people who face discrimination? What makes them suddenly fight
back?
Why is the Women’s Movement such an important development in human history?
In-Class Materials
Powerpoint – Lecture on the global history of the women’s rights movement
Reading: “Gloria Steinem – Feminist and Editor” by Linda Napikoski
Film Clips: Gloria Steinem Interview – by Stacey Tisdale, PBS - http://www.youtube.com/watch?
v=TmFxFmrcngk
Activities:
Discussion – Why do humans discriminate against other humans?
Short Lecture on Global History of the Women’s Movement
Discussion – What role did Lucretia Mott play in the women’s movement? (Based on
homework)
In-Class Reading on Gloria Steinem and Video clips of Interview with Steinem
Discussion – Why is the Women’s Movement such an important development in human
history?
Homework (for next class):
Readings: History of Race – Interview with Audrey Smedley - PBS (5 pages)
Apartheid and Reactions to It – from South African History Online (4 pages)
Week 13: Power to the People
Discussion – Where does the idea of “race” come from? What does “race” really mean?
How did race manifest itself in South Africa? What was the Apartheid system all about?
Learn about Bishop Desmond Tutu – South African anti-apartheid leader and activist
Core Questions:
Why do humans discriminate against other humans? What is the psychological basis for
this behavior?
How is race used to control people? What makes oppressed races suddenly fight back?
What can we learn from the struggle against apartheid in South Africa?
In-Class Materials
Powerpoint – Short lecture on Bishop Desmond Tutu
Reading: “Interview With Desmond Tutu” by Adelle Banks (1 page)
“Rights Demand Strong Institutions” by Desmond Tutu and Mary Robinson (3 pages)
Film Clips: Have You Heard from Johannesburg - PBS Documentary by Connie Field
A Force More Powerful - Documentary by Steven York
Tutu discussing the importance of Truth and Reconciliation -http://www.youtube.com/watch?
v=g6tJQRxxGTM
Activities:
Discussion – Where does the idea of “race” come from? How did it manifest in South
Africa?
Lecture on Desmond Tutu and his accomplishments in helping to bring down apartheid
In-Class Reading on Desmond Tutu and his ideas about human rights
In-Class Video Clips about apartheid from A Force More Powerful and Have you heard
from Johannesburg?
Discussion – What can we learn from the struggle against Apartheid in South Africa?
Homework (for next class):
Readings: “The Stonewall Riots – 1969” by Lionel Wright (6 pages)
Week 14: Sexuality on Trial
Discussion – How has sexuality and sexual preference been used to oppress people?
How did the Gay Rights movement get started in America? What made the Stonewall Riots such
a defining moment?
Learn about Harvey Milk and his efforts to bring communities together and change attitudes
about gay people
Read about Gloria Steinem and the rise of feminism
Core Questions:
Why do humans discriminate against other humans? What is the psychological basis for
this behavior?
What happens to people who face discrimination? What makes them suddenly fight
back?
Why is the Women’s Movement such an important development in human history?
In-Class Materials
Powerpoint – Lecture on the Harvey Milk – his life, work, and tragic death
Film Clips: The Times of Harvey Milk – by Rob Epstein – PBS Documentary (2004)
Activities:
Discussion – How has sexuality and sexual preference been used to oppress people?
Short Lecture on Harvey Milk – his life, work, and death
In-Class Video Clips from The Times of Harvey Milk – by Rob Epstein – PBS
Documentary (2004)
Discussion – What patterns can we see across the Women’s Movement, the AntiApartheid Movement and the Gay Rights Movement?
Homework (for next class):
Reading: “A History of Otherness” by Jayne Clapton and Jennifer Fitzgerald (3 pages)
“The History of the ADA” by Arlene Mayerson (5 pages)
“Global Mental Health” from Unite for Sight (5 pages)
“Timeline of Mental Health Treatments” from PBS website (3 pages)
Week 15: Fighting for Inclusion
“We are not a tragic minority. We are a magnificent, triumphant majority.” –Justin Dart, Jr.
Discussion – What makes someone “disabled”? Why did “disability” mean exclusion for most of
history?
How do mental disabilities differ from physical disabilities? How important are social perceptions
of disability?
How did people with disabilities fight for their rights?
Learn about Dorothea Dix and Harold Ickes – examine similarities and differences
Core Questions:
What makes someone “disabled”? Why did “disability” mean exclusion for most of
history?
Were disabled people really oppressed by mainstream society? If so, how?
How did disabled people fight for their rights? What were their main goals?
What can we learn from the struggle for disability rights?
In-Class Materials
Reading: “Dorothea Dix” by LaDonna Ghareeb (4 pages)
“Rights Demand Strong Institutions” by Desmond Tutu and Mary Robinson (3 pages)
“Harold Wilke” LA Times Obituary by Elaine Woo (2 pages)
Activities:
Discussion – What makes someone “disabled”? Why did “disability” mean exclusion for
most of history?
In-Class Readings on Dorothea Dix and Harold Wilke
In-Class Writing – What patterns can we see in the Humanitarian Leaders we discussed
this semester?
Homework (for next class):
Study for Exam
Week 16: Final Exam