Activity 1 - What are resistance movements?

Activity Tasks
  1. Examine - Download and make notes from the Lesson Presentation on how resistance movements operate.
  2. Define - With a partner, discuss and co-create definitions for the following concepts:
    1. Resistance Movements
    2. Civil Disobedience
    3. Nonviolent Resistance
    4. Violent Resistance
    5. Terrorism
    6. Freedom Fighter
  3. Discuss - From what you have learnt so far, how would you define the Hong Kong protests of 2019?

Activity 2 - What is nonviolent resistance?

Activity Tasks
  1. Recall - From your own knowledge, make a list of as many nonviolent resistance movements and protests as you can. Discuss you results as a class, then explore this top 10 list from Time Magazine. Did you recall any?
  2. Watch - Watch this TedX video about the merits of nonviolent resistance. What arguments does Erica Chenoweth make about the benefits of nonviolent resistance as a protest method?
  3. Read - Read this BBC article about nonviolent resistance. Make notes on how nonviolent resistance operates. According to the article, what accounts for its success as a protest method?
  4. Research - Using this worksheet to record your findings to the questions, choose one of the following nonviolent resistance movements to research:
    1. Black Lives Matter
    2. Orange Revolution in Ukraine
    3. Arab Spring in Middle East
    4. Extinction Rebellion
    5. Umbrella Movement
    6. Algerian Protests
    7. Bolivian Protests
  5. ​​Discuss - Share your findings about your movements with the class. Which has been the most effective nonviolent resistance movement of recent times?

Activity 3 - What is violent resistance?

Activity Tasks
  1. Read - Split into two groups or pairs. One group/person should read the article, ‘Violence is Sometimes the Answer’, whilst the other(s) should read the article, ‘Violence is a Dangerous Route for Protesters’. Make notes on the main arguments made in each article.
  2. Debate - Is the use of violence ever legitimate? Discuss and debate this question as a class, using the notes made from the readings. Is there any consensus amongst the class?
  3. Research - Using this worksheet to record your findings to the questions, choose one of the following nonviolent resistance movements to research:
    1. FARC in Columbia
    2. Hezbollah in Middle East
    3. Naxalites in India
    4. Free Papua Movement
    5. Hong Kong Protests of 2019
  4. Discuss - Share your findings about your movements with the class. To what extent is your movement a legitimate resistance movement?

Activity 4 - Is state resistance legitimate?

Activity Tasks
  1. Reflect - Examine the statement of inquiry for this topic - ‘Non-state actors provide ways for civil society and other communities to influence the legitimate development of global politics’.
  2. Discuss - To what extent are resistance movements legitimate political actors?
  3. List - With the class, make a list of the ways in which resistance movements can act in both a legitimate and illegitimate way.

Further Reading

OBLIGATORY READING
  1. Robson, D. (2020). The '3.5% rule': How a small minority can change the world. Retrieved 5 January 2020, from https://www.bbc.com/future/article/20190513-it-only-takes-35-of-people-to-change-the-world
RECOMMENDED READING
  1. Violence v Non Violence: which is more effective as a driver of change? - From Poverty to Power. (2020). Retrieved 5 January 2020, from https://oxfamblogs.org/fp2p/give-peace-a-chance-because-violent-change-doesnt-have-one/
SUPPLEMENTARY READING
  1. Heywood, A. (2011). Global Politics, pp. 282-301