TASKs for democracy

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2. Discuss how the players behaved. In the beginning – did players agree on who would start the game, or did they quarrel? In the middle of the game – did players argue among themselves, or were they friendly, did they try to push each other to set certain rules? At the end – did the winner share the chocolate with the others or not? 3. Discuss how the expert consultants and observers behaved. Did they try to impose their rules? Did they give advice to the players? 4. Discuss the strategy of the game (did players change their tactics during the game, and how?). Usually at first players set very selfish rules (for example, I stay where I am, all the others go back to the beginning). After such rules have been repeated a few times, players see that nobody will ever win if everybody remains too selfish. Did you observe the same situation in this game? Ask the observers what strategies they would have used if they had been players. 5. Discuss the analogical level of this game. What does this make you think of if you compare it to real-life situations? In the game you win if you are first to finish. What does it mean to win in life? What is the aim of winning in life? To be first? Or to find ways to live together? Would you be satisfied if you won but the others around you were unhappy? In this game the main prize is chocolate. What is “a chocolate” for you – an expensive car, good position, family, happy people around you, etc.? Even the people who do not like chocolate want to win this game. Why? What is it we like about winning? Does the winner share the chocolate? Why? Why is sharing sometimes pleasant? This game is also about democracy. Who sets rules and how are they set in democratic and authoritarian societies? What would happen if somebody could change the rules in society in an authoritarian way? Is it possible to play (live), if everybody suggests very selfish rules, without taking others into consideration? How do people feel when they are discriminated against? (For example, sent back to the beginning of the chart.) How do they change the rules, when they have the right to do so? What conclusions can you draw? This game is also about stability. Would it be possible to live in a society where every day may have a set of different rules? What other parallels can you draw with real societies (corruption, unlawful policing, discrimination, violence, etc.)? Step 5 (evaluation – 15 minutes) 1. Ask participants to write individually their answers to the following questions. What has been the key point you have learned? If you were to use this activity in the classroom, how would you adapt it? PLANNING Preparation 1. Prepare the board game. 2. This game is for approximately six players (the others observe the game). 3. You may place the charts on the table or on the floor, make them as big as it is comfortable in your classroom for players to move and for the observers to be able to see everything. Activity 35 – Change the rules! Page 189
Resources and equipment Large room A4 papers to construct the board game (big size) (Task sheet 1) Big dice Paper figures or pawns (6 different colours) A few small pieces and one big piece of chocolate Tips and potential difficulties Because only six players play, make sure others have a chance to actively participate in the expert consultations. TASK SHEET Start 19 Change the rules 20 1 18 21 Small prize: chocolate 2 Change the rules 3 * 4 5 Small prize: chocolate 6 Change the rules s 17 * 16 Small prize: chocolate 15 Change the rules 14 * 13 22 Change the rules 23 24 * 25 * 26 Small prize: chocolate 7 12 27 * 8 9 * 11 Change the rules 10 28 Change the rules You won! Big chocolate TASKs for democracy Page 190
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TASKs for democracy 60 activities t
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The opinions expressed in this work
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Acknowledgements M any people have
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EDUCATION The expansion of the digi
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Introduction Ildikó Lázár and Pa
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the co-operative principles and pra
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The core components or TASKs are il
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mediating in conflict situations. W
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periphery. Looking at old maps in w
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activities help us to respond to qu
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Encouraging constructive interdepen
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Equal participation “What if some
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Co-operative roles rotate and chang
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Table 2: Guiding questions to evalu
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Part two Toolbox TASKS FOR DEMOCRAC
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Diversity and empathy 2 I am intere
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People who develop these skills are
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Knowledge and understanding Diversi
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Diversity and empathy 2 I find ways
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CODING First letter Thematic code N
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The formulation of the question is
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Activities 1-6 15-25 minutes Page
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PLANNING Preparation Ideally, the r
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PLANNING Resources and equipment A2
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PLANNING Preparation Make room for
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PLANNING Preparation The room could
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Activity 6 Pieces of a puzzle DESCR
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Activities 7-11 30-45 minutes Page
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PLANNING Preparation Optional: the
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Step 4 (debriefing - 10 minutes) Di
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Tips and potential difficulties 1.
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PLANNING Preparation Have enough co
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Activity 11 Show me your ID DESCRIP
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Activities 12-20 60 minutes Page 7
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Step 2 (pair work - 10 minutes) Aft
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Activity 13 Negotiating the meaning
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3. The group’s observer: during t
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Activity 14 Exploring concepts thro
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Não sei quantas almas tenho. Cada
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Formal and informal skills: .......
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Step 4 (debriefing/reflecting - 20
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SITUATION 2 Instructions and materi
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SITUATION 4 Instructions and materi
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Step 4 (debriefing - 10 minutes) Mo
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TASK SHEET 3 Friendly school! Pre-r
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Step 3 (plenary debriefing - 20 min
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Principles Yes No Awareness about t
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Activity 18 The learning suitcase D
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Activity 19 What is education for d
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Activity 20 Little experiments for
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Step 4 (debriefing - 10 minutes) 1.
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Activities 21-26 90 minutes Page 1
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Were you aware of the difficulties/
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Example of a filled-in task sheet K
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Activity 22 In a storm at sea DESCR
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Activity 23 Tell me your story DESC
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Resources and equipment Pictures of
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Sample text and explanation Telling
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Activity 24 What are humans’ basi
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Resources and equipment Copies of J
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TASK SHEET 1B Pour faire le portrai
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Task Complete some of the following
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Page 143 and 144: Maria: You’re joking. My mum said
Page 145 and 146: 3. Show the first post in the blog,
Page 147 and 148: TASK SHEET 1 Now we’re talking -
Page 150: Activities 27-36 120 minutes Page
Page 153 and 154: 2. Participants discuss how they al
Page 155 and 156: TASK SHEET 3 Before drawing your dr
Page 157 and 158: Step 2 (acting - 30 minutes) 1. Wit
Page 159 and 160: Further reading Maley A. and Duff A
Page 161 and 162: Another text/video/audio should pre
Page 163 and 164: 8. Do you have many identities on t
Page 165 and 166: Step 3 (conceptualisation - whole g
Page 168 and 169: Activity 31 Choosing what I can do:
Page 170 and 171: Tips and potential difficulties If
Page 172 and 173: Activity 32 Maps: describing our re
Page 174 and 175: Resources and equipment Task sheet
Page 176 and 177: Activity 33 Communication breakdown
Page 178 and 179: Tips and potential difficulties 1.
Page 180 and 181: Communication at its best minimises
Page 182 and 183: Reflections What is behind avoidanc
Page 184 and 185: Activity 34 Trading values DESCRIPT
Page 186 and 187: Can we change values? Is there some
Page 188 and 189: Activity 35 Change the rules! DESCR
Page 192 and 193: Activity 36 Fostering understanding
Page 194: PLANNING Preparation Take the time
Page 198 and 199: Activity 37 How well equipped are y
Page 200: Tips and potential difficulties Thi
Page 203 and 204: 7. Each member in turn does three t
Page 205 and 206: than most people. To give it a last
Page 207 and 208: 8. Thinking about encounters with p
Page 210 and 211: Activity 39 Imagining possible outc
Page 212 and 213: When the plan is announced, some lo
Page 214 and 215: Activity 40 Participatory communiti
Page 216 and 217: TASK SHEET 1 Images of different ge
Page 218 and 219: TASK SHEET 3 Mapping barriers/const
Page 220 and 221: TASK SHEET 6 Questionnaire - Partic
Page 222 and 223: Activity 41 Teaching difficult issu
Page 224 and 225: argues that we need to focus on the
Page 226 and 227: 2. Show images and discuss the stor
Page 228 and 229: 2. Organise the first set of cards
Page 230: Activities 42-50 180 minutes Page
Page 233 and 234: Step 3 (group work - 50 minutes) 1.
Page 236 and 237: Activity 43 A shoebox full of memor
Page 238 and 239: Step 5 (trainer’s evaluation of t
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4. Is one allowed to touch the obje
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Step 2 (individual and group work -
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1. How long have you been using the
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24. Do you use fake information abo
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He has to visit for a video confere
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Activity 45 Media literacy and huma
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Write down something you learned ab
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TASK SHEET 2 theory practice Defini
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Step 3 (group work and plenary - 60
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TASK SHEET 2 Documents On Internall
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4. Have participants write their gr
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Resources and equipment The “squa
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Step 2 (Silent debate - group work
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PLANNING Preparation Activity 1-4:
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Activity 49 Education for preventio
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How much do you need to know about
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TASK SHEET 2 Cards Murder and exter
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Activity 50 Living together in dive
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What will be the challenges for you
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Basic principles on the rights of m
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Activities 51-54 Session evaluation
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Step 1 (survey - 10 minutes) 1. The
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Step 1 (pair work - 15 minutes) 1.
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3. Alternatively, you may want to g
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Option 2 1. Divide the group into m
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Unit 1 Building empathy Originally
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Name Level of empathy (1-7) What is
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SELF Description Response Hot butto
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Unit 2 My backpack for learning, a
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Picture 1 Why did I choose this par
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Unit 3 Negotiating co-operation Ori
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Debriefing/reflecting The groups
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Unit 4 Stimulated recall Originally
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Procedures 1. Displaying the audio/
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Tips for trainers This is an acti
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2. The remaining group members (in
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Unit 6 My pluri-cultural self Origi
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My identities Unit 6 - My pluri-cul
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About the authors Series editor Cou
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Appendix LIST OF TASKS A_DIV_1 A_DI
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Time 15-20 minutes Time 30-45 minut
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Time 90 minutes Title of activity F
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Time 150 minutes Time 180 minutes T
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Time Session evaluation activities
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TASKs for democracy

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