Who ate the Banana?

Plot:

After a plane crashes, the survivors reach the island and realise that the food is limited.  Walking through the island, they discovered few palm trees with bananas, they collected them all and started discussing how they are going to distribute them. Having agreed on the distribution, they decided to delegate a bananas keeper to look after them and make sure they are on a daily basis distributed as agreed.  The following day when they wake up, they find out that that a great amount of the bananas has disappeared, they gathered and started discussing/accusing each others.

Objectives

  • Realising how they base their arguments on prejudices and stereotypes. 
  • Acquiring team building skills and dealing with decisions under pressure. 
  • Putting themselves in someone elses shoes through role plays.
  • Acknowledging the value of sharing & showing empathy with others. 
  • Growing their leadership potentials through ideas suggestion & decision making.

Duration:

25-30 minutes

Target Group:

Teenagers (age from 10 till 14)

Group Size:

10 persons

Group Name:

The Bananians

Description:

The participants are asked to close their eyes and imagine themselves travelling to country X. Using some sound effects, participants feel that the plane is about to crash. They are then asked to open their eyes and to imagine that they found themselves lonely on an island with a very limit access to food. (It took them hours to find the food)
Participants are informed about the banana trees and the necessity of collecting/distributing the fruits. At a later stage, they were informed that the food was gone, participants are asked to find out why this happened, because the banana keeper warn them that they will suffer from starvation.

Resources:

  • Flip chart papers,
  • markers,
  • sticky notes,
  • notepads,
  • pens,
  • 15 Bananas,
  • visual effects,music…

Debriefing:

How the participants felt?
Which character you feel more compassionate with?
Are you satisfied about the final decision?
Do you think that the role you played matched your character at some point?
Did this game change your perspectives towards others?
Do you think that the food was distributed equally?

Tips For Facilitators:

  • Delegate one of the facilitators to play the role of the banana keeper.Ensuring that the participants understood the game instructions.
  • Motivating and encouraging the participants.
  • Guiding the participants through the decision making process.
  • Simulating the participants in a provocative way that accuses them at some point.
  • Offering the participants candies and some juice during the group discussion.

The epidemic

Plot:

The participants deserted on an island.
The doctor and one character explore the island and discover "the others" doing a ritual (they think they're drinking blood).
One of the characters who went o explore the island gets sick and dies infront of their eyes. Before dying infects *4 other people. The doctor has medecin to heal one person *they have to decide who* , then gives alternative medecin made of a herb he found with "the others", (Should they seek help from the others? who would go?)

Objectives:

  • Skills: ability to put yourself in someone else's shoes.
  • Empathy to the surrounding situation.
  • Experience and acknowledge racism, discrimination, stereotyping…
  • Practicing communication, decision making skills.
  • Self awareness.

Human Rights related:

  • Social Justice:racism,descrimination,stereotypes
  • Right of life
  • Right of health
  • Freedom of choice

Target audience:

General

Duration:

60-90 minutes

Group Size:

15-20

Description:

. Participants interacting together.
. Frightened, doctor and F come back from exploration hike and inform them about "the others" (primitive tribe doing a ritual and apparntly drinking blood)
. While the doctor is speaking F coughs, and shows some symptoms of disease. Doctor stops speaking, goes to bring "something".
Doctor orders 3 specific characters to take care of him.
. F dies coughing blood in front of all participants. (Doctor avoids touching the patient)
. Doctor orders the same characters to get the body outside the room.
. While they're out he informs that the disease tranfers by touching. Warns everyone not to touch them, maybe isolate them.
. Doctor tells everyone that he has 1 medecines, he drank one himself. 1 is left for them to decide who will take it.
. Discussion between all participants.
. Doctor informs about alternative medecin through a herb he found in "the other's" side.
*If they send someone healthy they will risk being exposed to the disease. If they send an already sick person, the trip takes 5 hours to get there, they might not make it.

Resources:

  • Room 
  • Fake blood (ketchup)
  • Medecin
  • *Doctor should look elegant (e.g: botton up shirt) and smart (glasses)

Debriefing:

*How do we feel? In general, towards the doctor, and the infected people.
*What have you learned ?
*Was it difficult to separate you reality from the character?
*How would you react to this situation as the real you?
*Death
*Disease

Tips for the facilitators:

  • . Expect a variation of emotions
  • . Consider aggressive reactions.
  • . Doctor should avoid touching patient/infected people in order to survive, at the same time tries to help.
  • . Facilitator has to pretend thet he/she is dying, but doesn't necessarily need to fake being dead.
  • . The facilitator died gradually in the middle of the scene, where we can show the aspects of dying gradually.

The Ghost Bullet

Plot:

A plane crashes on a desert island. X people survive (within them, a lawyer and a muslim woman). There is a big part of the plane that will be used for shelter, but is filled with dead bodies. The survivors remove the dead bodies, and among them is a police officer, with a shot in his head, and his gun is missing. During the night, while everyone is asleep, one of the participants is also shot in the head (a child). There is a discussion about who has the gun, and the muslim woman is pointed as guilty by the lawyer of the group. Next night, the muslim woman dies and the gun is not with her. There is another discussion and the lawyer finds the gun around the plane, with all the bullets inside.

Objectives:

  • 1.Stop using stereotypes while judging others
  • 2.Thinking about the way decisions are made (finding a common ground)
  • 3.Give some skills to the facilitator to mediate between cultures

Human Rights related

  • article 2:Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty
  • atricle3:Everyone has the right to life, liberty and security of person
  • article5:No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment
  • article 18:Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance
  • article 19:Everyone has the right to freedom of opinion and expression

Target audience:

Youth between 18 and 30 years

Duration:

90 minutes

Group Size:

10-20

Description:

Check the plot.

Resources:

  • 1.Sound of a shot from a gun
  • 2.Burka or something to hide the face for the muslim woman
  • 3.Make up for the dead person (blood)

Debriefing:

What did you feel during this game? Did you feel involved with your character? Why did you defense your character? Do you agree with what you did during the game? Did you emphathise with the lawyer?

Tips for the facilitators:

  • Keep the discussion alive all the time, give freedom for your participants to see what they want to do, don't give space to the people who questions your interpretation, point the muslim woman as the responsible for the death of the child, find the gun with all the bullets inside and tell the participants, don't give your own opinion and feel free to change any of the rules to adapt it to your situation.

Staying Alive

Plot:

The group is on a plane that crashes and lands on an island. Now the group is facing how to survive together.

Objectives:

  • Values of living together
  • Rights and responsibilities
  • Rules
  • Social rules
  • Communication
  • To introduce democracy

Time:

90 minutes

Related Rights:

Description:

10-15 minutes

There is always a narrator who is not part of the story (this person is in charge of providing the material, telling the story and doing the debriefing).

- Facilitators start by telling the story:

We're here, in the plane together, everyone is going to their own destination (this is the opportunity for the participants to introduce themselves, their names and their personal stories, real or imaginary). 

- Facilitator indicates there is a plane crash situation. We land on the island (the creative, discriminated, reflective and authoritarian characters are already introduced as part of the characters).

45 minutes

- The survivors are given a map of the island, and a task: to establish their community:

  • Decide where you're going to live
  • What does that place require
  • What resources are available
  • Which are their rights and responsibilities
  • Who does what (roles in society, law...)

- The rules should be agreed as the group decides and then written down. From now on, they'll have to behave according to these rules.

15 minutes

  • They have to start acting as if they are living in the society
  • They have to decide if they want to stay in the island or they want to leave

15 minutes

Debriefing: how did the process go, how do you feel about it, was it an act of democracy, in what way, relate the values they decided with HR.

Guided Reflection:

Resources and materials:

  • Costumes for the participants (if possible).
  • Items to use as materials and resources (pieces of wood, carton, markers, lego pieces, empty buckets... ).
  • An image of the island either projected or on a big paper.
  • A room.

Notes and tips for the facilitators:

  • The working team should put the participants into an imaginative mood where they can be other characters than themselves  
  • Number of participants must be put into consideration for timing reasons.
  • There is a second version of the activity in which you can have two groups: "the ones" and "the others". The ones are who arrive, and the others are already living there.
  • The same activity of organizing the society is equally done in both groups separately, however, the starting story will be different. You'll need two rooms, and a bigger one to represent the island.
  • The others have to tell the narrator how they came to the island and why are they there. Then they start presenting the way they are living and their communication ways, they have to establish their own social rules (different from the real ones).
  • The main characters should be divided between the two groups. 
  • If applied as individual workshop, this activity can be used to work on democracy, respect and living together values.

A Broken Friendship

Plot:

Patrick and Sophie unite after an argument over the BOBO; Alexandra has it and the group is divided by interests into two. One part is led by Alexandra, being more powerful and wanting it for herself. The other leader is Patrick, and wants the BOBO to study it as being an artefact with symbols on it.

Basheer joins Alexandra because he – as an engineer- wants to study it, and he knows Alex will keep it.

Patrick and Alexandra fight over the BOBO and BREAK IT!!!

-The Characters are found on ‘A Journey to Safety’, the story line starts in that activity as well and continues in ‘A Controversial Discovery’ activity.

 Objectives:

  • To raise awareness about disabilities.
  • To promote solidarity.
  • To reflect about property.

Time:

1 hour

Related Rights:

  • Article 1: Right to equality
  • Article 5: Freedom from torture and degrading
  • Article 13: Right to free movement

Description:

20 minutes

Describing the situation and distributing the tasks (sitting in front of the map).

30 minutes

As BOBO is broken, something SUPERNATURAL happens. It seems that ‘THE OTHERS’ turned off the sun. The two teams (2 characters in each) are angry with each other and decide to separate. As they separate, they take two of the four baskets of resources they had (see activity "A journey to safety"). Now they miss the two other resources. They need to get them but it's dark.

Patrick's group with blindfolded eyes has to follow the green line with Sophie’s group leading them without blindfolds.

Alex's group with blindfolded eyes has to follow the blue line with Basheer’s group leading them without blindfolds. 

10 minutes

Reflection, evaluation and closing with the map.

Guided Reflection:

 

Resources and Materials:

  • The map of the island (big scale).
  • Facilitator’s costumes.
  • The cards.
  • BOBO the artefact (check sketch).
  • Classroom or Theater.
  • Baskets (four similar).
  • Coloured chalks (two colours)
  • Coloured tapes (two colours).
  • Blindfolds.

Notes and tips for the facilitators:

  • We have two colour lines on the floor (they can be painted or marked on the floor with coloured tape)
  • The facilitator can focus the reflection on the fact that splitting the group is not the best solution because it made things more difficult. 

 

 

 

 

Party in the Lighthouse

Plot:

The group finds a message in Abo Tree from the Others asking them about what they learned from the island? This is the debriefing moment where the characters can ask specific questions. When they finish the debriefing; some of the characters will take notes and put them on the tree. Then the tree gives the key of the lighthouse. Then everything is ready in the lighthouse for the party! 

Objective: 

  • To achieve cohesion in the group.
  • To reach an evaluation point for the whole activities.

Time:

60 minutes

Related Right:

  • Right to participate in the cultural life of community.

Description:

10 minutes

The group finds a message (a piece of paper with burned frame) in Abo Tree and they translate it and find out that it has a number of questions about their experience on the island.

15 minutes

The time to do the evaluation where one of the characters will be writing. Then we put back the answers into Abo Tree so we receive the key (see attached photo or link … )  to the lighthouse.

35 minutes 

Time for the party ! Music, and snacks are available.

Then out of nowhere they hear a call from the sky. Hello! Is anybody there! Everybody hugs as a farewell and they leave the island and live happily ever after!

Guided Reflection:

As the objective of this activity is evaluation of the whole process, it is up to the facilitator to choose the evaluation questions more appropriate to the group.

Resources and materials:

  • Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
  • A key.
  • Piece of paper with questions.
  • Music.
  • Snacks.
  • Decorations, balloons ..etc.

Notes and tips for the facilitators:

  • The evaluation questions and methodology can be decided by the facilitators according to the experience the participants has gone through in the activities and the evaluation questions needed. This can be done through a number of small activities in addition to an evaluation form.

A Challenge to the Community

Plot:

It seems that the food is lost from the storage area next to the forest. The group is terrified for not having enough food for the winter. The group rushes to check the other storage area next to the lighthouse. Fortunately, food is still there but who took the food? The group needs to know. 

Objectives: 

  • To build trust among the team members.
  • To spread awareness that stereotyping is against human rights.

Time:

1 hour

Related Rights:

  • Right to equality
  • Freedom from Discrimination

Description:

5 minutes

Introduction and setting the plot. 

40 minutes

The facilitator asks the participants to sit in a circle. S/he gives a card to each participant. Each card had a role on it.  

They should play the role stated in their card without declaring it. The objective is to try to find out who took the food. 

After 25 minutes of role playing facilitators ask each participant to write down the name of the person who took the food and not to show it to other participants.

30 minutes

Guided reflection (please see details below)

Guided Reflection: 

a. The facilitator asks each participant to stay in the role and to describe in one word how they feel like? 

b. If someone/s would like to share the reason why s/he feels like this.

c. The facilitator asks each participant to show the role and they realize that none of the team members took the food.

d. The facilitator asks the group two things: why did they accuse a team member, and based on what? How do you think this is related to daily life? What probably happened to the food?  

Resources and Materials:

  • Cards with the roles.
  • plain paper.

Notes and Tips for the facilitators:

  • During the role playing the three main characters should also play their role during the first stage.
  • Suggested roles: sailor, decorator, bank manager, several investigators, several discriminated people, citizens with different roles (fisherman, mother, doctor…).
  • Guided reflection: at the end of the guided reflection participants should realized that there is no reason no judge or mistrust other team members.

A Way

Plot:

This activity is mainly related to the option the participants chose in Activity 1, regarding staying to live in the island or leaving it. 

Option 1: they'll need to get resources and a place to build their houses and stay. They will enter in conflict with the Others, as the Others won't like them to build their houses in a specific place.

Option 2: they'll need to get resources and a place to build a boat to leave.  They will enter in conflict with the Others, as the Others will be afraid of being exposed to the world if the newcomers manage to leave the island. 

Objectives:

•Group work

•Conflict resolution

•What is the extent of the use of power?

Time:

Related Rights:

Description:

The participants take a decision about their future. 

The core of the activity is to BUILD something together (houses, stuff to hunt or to fish, a ship...). They can use the resources of the island that they find on their own or the resources they got from the previous negotiation with the Others.

10 min

In case of having two groups (the Ones and the Others):

The Ones build their things, and after the Others have to steal or destroy them. The facilitators can instigate them to do so, but they should debate about their reasons to do it (feeling threatened or insecure about this new people, or just because they feel that they are more powerful than the other group).

In case of having only one group:

The product of the participants work is stolen or destroyed by the facilitator who represents the Others. The group should reflect about the reason of the Others to do this to them (with the help of the characters played by the facilitators).

45 min

The conflict is open, and they have to make a settlement. Participants come together (the Ones and the Others, or the Ones and the facilitator who represents the Others). They have to reach certain terms to solve their problems, but they are only given 15 minutes to do it. After that, they have to present the point that they reached, and we close the session. (In case they consider voting in their constitution rules, they can vote the solution).

20 min

Debriefing: how did the process go, how do you feel about it, did you reach a satisfactory agreement, relate the values with HR.

15 min

Total time of the activity:

90 min

Materials needed and preparation:

costumes for the participants (if possible), items to use as materials and resources (pieces of wood, carton, markers, lego pieces, empty buckets... ), a room.

 

Tips for the facilitators:

The characters have a vital role in this activity. They should provoke the conflict in case it does not appear, and ease things if the conflict gets too escalated. 

They should get the participants back to the rules decided for the society for the negotiation process, especially in case voting is needed.

In case of applied as individual workshop, the last part (conflict resolution) should be further developed to reach the best agreement, taking some tips from Activity Me/We.

 

Discovering the Wishing Well

Plot:

Malcolm has a dream of a place called the Wishing Well and that Abo Tree has a map where they can find it. They find the map in Abo Tree and the group goes and finds the Wishing Well. Just to test that the Wishing Well is working, Jose throws a wish which is achievable within one day, but this wish will be a secret. The first wish is done by Jose to challenge the wishing well that it does not work. His wish will be for his team to win but this will stay a secret until the next session. Jose will later on discover that his team has won and will announce that the wishing well actually works! Then all the participants write or draw their achievable wishes and throw into the wishing well.

Objectives:

  • To reach self-awareness.
  • To improve group dynamics.
  • To achieve self-confidence.
  • To express wishes, fears and desires.

Time:

30 minutes

Related Rights:

  • Right to life, liberty and personal security

Description:

10 minutes

The group is gathered at Abo Tree. Malcolm starts telling them about the dream he had about a wishing well where the wishes come true after they are thrown in it and that the map to the well is buried near Abo Tree. The group finds the map and heads to the wishing well.

10 minutes

They find the wishing well. Malcolm says that he saw in the dream that they should pull the bucket so they pull the rope and they find it with a message inside. The message says “Each of you tells me one wish”. Then Jose decides to challenge Malcolm and the group that the wishing well does not work and he throws a paper with a wish. His wish is a secret but it was about his team winning the game.

10 minutes

Then Malcolm encourages the rest of the participants to write or draw their achievable wishes and throw them in the well. This is the closing moment where everybody throws their wishes in the well.

Guided Reflection:

As this activity's objective is to express wishes, fears and desires through writing them and throwing them in the wishing well, there will be no need for guided reflection.

Resources and materials:

  • Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
  • A well; please see the link …
  • A bucket.
  • Rope (from the previous activity).
  • Papers, pencils, colours.

Notes and tips for the facilitators:

  • This tool can be used for any group dynamics when talking about wishes, fears and desires.
  • If you would like to tackle a specific human rights problem during the activity, you may use the Universal Declaration of Human Rights which will be received through the bucket (each article will be on a piece of paper). Then each participant will draw a piece of paper with one of the articles and will be asked to read it and if s/he feels that this right is violated in her/his reality, s/he can throw it the wishing well after discussing it with the group.  If they like the article, we can have it in a place where everybody can see it.

A Controversial Discovery

Plot:

Alex realizes that the group is running out of resources and distributes tasks to the group, asking Basheer to go fishing, Sophie to get water and Patrick to get wood for the fire. In the meantime she stays in the camp to look after the bonfire.
On the beach, Basheer finds a mysterious object (we'll call it BOBO). This new discovery will bring some trouble to the group in general.
-The Characters are found on ‘A Journey to Safety’, the story line starts in that activity as well.

 

Objectives:

  • To deal with conflicts caused by envy.
  • To enhance creative thinking about Artefact (BOBO).
  • To promote empathy (awareness about attitudes).

Time:

70 minutes

Related Rights:

  • Article 1: Right to equality
  • Article 2: Freedom from discrimination

  • Article 17: Right to own property

Description:

20 minutes

Describing the situation and distributing the tasks (sitting in front of the map).

Groups go to collect their cards (resources cards)

5 minutes

Basheer's group discovers something near the fish cards and discusses/ shows it to the others. 

It has “BOBO” written on the back of it

30 minutes

Playing the BOBO game:

There are three levels of the game:

Highest- (adults, 30 minutes)- Trial with attitude:

The facilitators will lead a confrontation about who has to keep the BOBO, with ‘Role’ papers that has attitudes to guide the confronter to a certain attitude that will build up the story to a disagreement point.

Medium- (kids and young teenagers)- Two Parts:

(10 minutes) teams with attitude towards BOBO that only they know and the other teams need to discover.

(20 minutes) 2-3 children on the stage, each child has a different objective in relation to an object (it can be the BOBO, or another). The aim is to achieve their objective without revealing it. The other children need to think about it then all will reflect. We can repeat this several time to have more children participating.

Low- (20 minutes) one part: 

Doing Medium Level- Part 1

 

15 minutes

Discuss and reflect with the group

Guided reflection:

  • What does the BOBO represent to you?
  • How Did the BOBO appear on the beach while it was not there before?
  • Why do you want the BOBO?

Resources and Materials:

  • The map of the island (big scale).
  • Facilitator’s costumes.
  • The resources cards.
  • BOBO the artefact (check sketch).
  • Classroom or Theater.

Notes and tips for the facilitators:

  • Depending on the nature of the group or their age range, you can use another title for the activity more accessible to the participants. Some ideas: ("A conflictive discovery", "Discovering the conflict")
  • If you didn’t do the activity “A Journey to Safety”, you will need to explain the resources cards to the participants at the beginning during the presentation of the activity.
  • Facilitator layout the map in the area surrounding the participants. Areas (in the classroom,) to represent parts of the map with resources accordingly.
  • The areas/ places on the map could be explained with the fears and dangers in it as well as the resources in it, participants can also characterize the places.
  • You can expand the possibilities for the participants to represent different attitudes, feelings, etc.
  • The participants can suggest attitudes.

 

Our Community, the Rules

Plot:

The Authoritarian facilitator proposes that staying in this random community is not very healthy, so he starts acting like a dictator, but since the rest aren't OK with this they propose holding a meeting in order to come out with Political, Economic, and Social Rules.

Objectives:

  • To create a healthy discussion with tangible and rational results.

  • To create a structure for the community.

  • To promote awareness towards politics, economy, and all of the other points that will come out during the discussion.

Time:

?

Related Rights:

  • Right to social order
  • Responsibility to the community

Description:

Provoking opinions by the reflective facilitator.
Dividing a board, or paper into 3 sections (this depends on the age and resources): Political, Economic, and Social.

Resources & Materials:

  • It depends on the age and resources

Notes and tips for the facilitators:

  • Having political awareness.
  • Using pictures and / or words that describe some current situations to stimulate the conversation and ideas.

 

 

 

Building our Activity

Plot: 

All survivals with no way out, decide on building a shelter, using the shipwreck that the ocean drifted to them. Each member of the group has some kind of injury: light, medium, and severe.

Objectives: 

  • To achieve dynamics and interaction within the group. 
  • To accept disabilities amongst the group, and deal with them as humans not obstacles.

Time:

Related Rights:

  • Right to equality
  • Freedom from discrimination

Description:

Participants choose 1 paper from the “Box of Health”, and must act as if he/she is injured. 5 minutes.

Draw or build the camp: available resources and time limit (according to sunset) can clarify the activity.

Possibilities: making tents, beds, lighting a fire, looking for water and food, going around looking for people.

Guided Reflection:

Resources and Materials:

  • Box of health: Having a box with a number of choices; broken leg, broken hand, trouble breathing, can’t see, healthy…
  • Depends on the available materials.

Notes and tips for the facilitators:

  • Giving guidelines to distribution of groups/ injuries…

The Laberinto

Plot:

Nastia finds a cave. The group goes there. The group decides to use the power of the Laberinto. Anthony and Jose specifically decide to use the Laberinto and encourages the group to try.

Objectives:

  • To understand emotions and the motivation behind violence.

Time:

90 minutes

Related Rights:

Description:

10 minutes

Nastia arrives to the meeting point and she tells the group that she found an entrance to a cave and she guides the group to the cave.

10 minutes

The group reaches the cave and they find the symbols of two hands and when they try to solve these symbols they discover the power of the Laberinto and that it takes one into a journey into the body.

25 minutes

Anthony is the first volunteer to put his hands on the symbols. One of the other characters (facilitators) will ask him where would you like us to visit? A place you are proud of and a place you are worried about. He answers that he is proud of his brain and worried about his heart (see attached Anthony’s character description). The participants who are interested hold a rope connecting them together and they enter the cave with the first participant holding a torch guiding them on the map on the floor (please see comments for facilitators) First, they visit Anthony’s heart. The facilitators available in that moment set up the atmosphere by asking the other participants to be quiet and that we are at that moment in Anthony’s heart and brain. Then the first group comes out. The next Laberinto could be Jose (one of the facilitators) or one of the participants.  The process will go the same where we ask which part you would like us to visit and why would you like us to visit this particular organ?

25 minutes

The process will continue and it depends on the number of participants and who is interested. To take part is not compulsory.

20 minutes

The group goes back to Abo Tree so everybody can explain the feelings they had. 

Guided Reflection:

The facilitator can ask a number of question; how did you feel? Which organ can you control? Which part of your body is the most important to  you? What can you do to feel better?

Resources and materials:

  • Dark room.
  • Human body map and possible to have items like pillows, furniture, cables, tubes, balls representing the human body.
  • One rope.
  • One torch.
  • Music and sounds.
  • Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
  • Hands painted on a poster with the encryption.
  • Symbolic alphabets to be found on this link ……
  • Messages posted on the hands; proposed messages as follows:
    • Put your hands here and the Laberinto will guide you into your body.

Notes and tips for the facilitators:

  • This is a very powerful tool and it must be treated with responsibility and awareness.
  • If the participants are not understanding, the facilitators can help clarify and lead them to the right way.
  • The facilitators can encourage everybody to participate if some of them shows resistance.
  • The facilitator can decorate the room according to her/ his preference, for example; have the heart corner in a way where the participants can sit; they may lay down on the stomach corner..etc.
  • The issue of violence can come out through different ways; a question can be asked which organ controls your violence?
  • The map of the body can be done in different ways:
    • Draw the human body with paper tape on the floor.
    • Place some items on the floor like pillows symbolizing heart, brain… etc.

Talk To Me

 

 

 

Plot:

The participants install themselves in the island, and are faced with the situation of the existence of the others. They need to establish ways of dealing with each other.

Objectives:

• Communication

• Negotiation

• To accept differences.

• To create dialogue.

Time:

80 minutes

Related Rights:

Description:

10 minutes

The participants meet the others (either as a group or as a representative played by a facilitator). They find out that they don't speak the same language. The narrator gives each group certain things that symbolize the resources.

15 minutes 

They have to decide as a group what do they need from the others (resources, place...). They have to reflect on what do they need these things for (eating, drinking, leaving the place...). They have to reach an agreement with them. 

40 minutes

We tell them that they have the opportunity to meet three times, and each time they can use a different mean of communication. They have different materials available, like paper and markers, some resources to show, body language...

15 minutes

Debriefing: how did the process go, how do you feel about it, did you reach to an agreement, relate the values they decided with HR.

Guided Reflection:

Resources and materials:

  • Costumes for the participants (if possible).
  • Items to use as materials and resources (pieces of wood, carton, markers, lego pieces, empty buckets... ).
  • Materials to use for the communications during the meetings (paper, markers...).
  • A room.

Notes and tips for the facilitators:

• If necessary, the characters can provoke the needs of each group. 

• Regarding timing, put into consideration if it is a group meeting (in case we have 2 groups already ), group meeting an individual, or person to person meeting.

• This activity could be applied as individual workshop.

 

 

 

Shipwreck

Plot

After the crash that happened to the ship, a number of survivals reached the unknown beach, and a number of the passengers were floating on pieces from the shipwreck, Passengers who arrived safely to shore need to make the decision of saving one floating group, as they had one rope.

Objectives:

  • To make mature decisions, based on team collaboration.
  • To raise awareness regarding human related choices.

Time:

60 minutes

Related Rights:

  • Right to life, liberty and personal security

Description:

5 minutes

One facilitator will divide the group into 4, 1st on safe shore, 2nd, 3rd, and 4th floating on shipwreck. 

One of the facilitators (Creative) must be floating with the passengers in the ocean.

Group on the beach will discuss which group to save. 

Team must find an “out of the box” way to save the three groups. 

45 minutes

Floating groups must listen to the discussion with some interventions about that they deserve saving the most. 

Guided Reflection:

Resources and Materials:

  • Rope.
  • The rest is optional to increase the resources, depending on the availability.

Notes and tips for the facilitators:

  • Divide the floating groups based on differences, and focusing on discriminated categories.
  • The number of groups depends on the number of participants, the space you are working in, and the relations between participants.  

A Journey to Safety

Plot:

One day on the beach of the island, where they landed after their boat wrecked during a high tide storm, Sophie (a nurse, 45 years old) realizes that Patrick (an architect, 27 years old) is getting ill because of a terrible sunstroke and suggests to Alexandra (a department manager, 35 years old) to move from the beach to a safer place after two days on the beach.

Patrick suggests an area in the south east of the island, because it’s a good shelter. Alex, Sophie and Basheer (an engineering PhD student, 27 years old) go out to collect things for the camp to be built.

Objectives:

  • To trigger teamwork.
  • To develop empathy.
  • To promote cohesion.
  • To develop creativity.
  • To develop communication skills.

Time:

100 minutes

Related Rights:

  • Article 2, Freedom from discrimination
  • Article 10, Freedom of expression
  • Article 29, Responsibilities to the community

Description:

20 minutes

Describe the map to settle them on the beach.

Performing of the plot.

Division of the beneficiaries into 4 groups with one facilitator per group according to the characters.

25 minutes

Set out the participants to collect the pieces of Lego that are assigned to their character (red, yellow, green, blue).

40 minutes

Building of the bonfire and the camp.

10 minutes

Closing of the activity. Gather the participants and place the new camp on the map, and reflect on the process (questions according to group range of age,….)  {see tips and notes}

Guided Reflection:

 

Resources and Materials:

  • The map of the island (big scale)
  • Lego or similar (depends on how many participants)
  • Facilitator’s costumes
  • The resources cards (if used or needed) {see tips and notes}
  • Classroom or theater

Notes and tips for the facilitators:

  • If you intend to do all the activities (A journey to safety, Controversial Discovery, a broken friendship, a new beginning) in a row, you can introduce here the cards that represent resources. Later on there will be activities based on the running out of resources and trying to solve the troubles. You will also need as many baskets as different resources (ex. 4 baskets: wood, water, fish and fruits).
  • If the group is very young you can give them a sketch of how the camp may be like.
  • Depending on the nature of the group and the age range, you can develop to different extents the evaluation of the process.

 

 

Discovering Abo Tree

Plot:

A plane crashes on an island where most of the passengers survive mysteriously. They strive to be able to live on this island.
One day, they are walking aimlessly and suddenly they find a mysterious light which they follow and they discover that it leads to a Clareira and in the middle they find a gigantic tree with symbols, bizarre writings and exotic fruit.

The passengers discover that this is the place where they should always do their assemblies, make decisions and communicate. This is also the same place where they discover the existence of the others.

The passengers discovered the gigantic tree. Malcolm takes photos of the symbols on the tree with an application he has which deciphers symbols and encryptions. His mobile survives with him as he was keeping it around his neck with his other valuable stuff. Through this application, the group is able to understand the messages written in this mysterious language on the tree and they give it the name of Abo Tree. This becomes their meeting point from now on.

Objectives:

  • To introduce the place of the meeting point.
  • To set a scene for the rest of the activities.
  • To realize the importance of assemblies, teamwork and making decisions as a group.

Time:

35 minutes

Related Right:

  • Right to peaceful assembly and association

Description:

10 minutes

The facilitators will start their journey on the island as the characters specified in the activity. They will follow the plot of this activity where they will discover Abo Tree and decide that it will be their meeting point.
The characters explain what they have found and they invite the participants to go there and then they reach the tree. Malcolm with his mobile will be able to understand the messages written on the tree.

10 minutes

The participants will be solving the encryptions written on Abo Tree.

10 minutes

One of the characters (who will be one of the facilitators) proposes that one person should taste the fruit, but warning them that this is an exotic fruit. Nastia (who will be one of the facilitators) encourages the participants to try the fruit.

Anthony as a reflective thinker tell them that they need to be aware of the consequences and invite them for an assembly to make the first decision of who will be the one to try the fruit. 

5 minutes

The resolution of the activity is that everybody shares the fruit as it is not causing any problems and is very tasty.

Resources and materials:

  • Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
  • Symbolic alphabets to be found on this link ……
  • Mobile phone or some kind of technology.
  • Exotic Fruit.
  • Messages posted on the tree; proposed messages as follows:
    • Conflicts solved here.
    • Decisions taken here.
    • Meeting Point.

Notes and tips for facilitators:

  • This is a tool where lots of variation can be applied.
  • It is a good place to start and finish the activities on the island.
  • Other activities can be planned; some inspiration as follows:
    • The symbols can be translated.
    • The fruit can be used for; cooking, chemistry, healing.
    • Receiving messages from the others.
    • Theatrical activities.
  • Some of the facilitators would be mediating and intervening to reach the objective of the activity.

Behind the Mountain: Who are The Others?

Plot:

The group are wandering around the island to explore it more and more when suddenly they find some interesting objects which raise many doubts about their island. The group finds two spears, one bow, several arrows, a human skeleton, a map and a compass. Are there any others on the island? Who are the others?

Objectives:

  • To act against stereotyping and prejudices

  • To emphasize that “The Others” are just other “we”.

Time:

90 minutes

Related Rights:

  • Right to equality.
  • Freedom from discrimination.

Description:

5 minutes

Introduction and setting the plot.

25 minutes

Activity A

The facilitators ask the participants to create/draw the image of The Others. Also, they ask to justify why there were these objects on the island.

30 minutes

Activity B

Treasure hunt: The facilitator divides the group according to the size to subgroups. Each subgroup receives a paper with a word or sentence related to Human Rights. The facilitator asks each subgroup to create any type of performance and the rest of the group is requested to guess the content of the paper within 3 minutes. When they guess the content of each paper, the whole group receives part of the story of the Others. After collecting all the parts the participants obtain the whole story of who are the others.

30 minutes

Closing: the facilitator will summarize the story of The Others.

Guided Reflection:

Resources and Materials:

  • Activity A: plain/coloured paper, coloured crayons
  • Activity B – Treasure Hunt: a printed paper with the story of The Others and on the other side the key words/sentences presented.

Notes and tips for the facilitators:

  • Activity A: The facilitators try to add fantasy on the creation process.
  • Activity B - Treasure Hunt Suggestions for the key/sentences:
    • Equality
    • Discrimination
    • Freedom (religion…)
    • Pluralism
    • Mobility
    • Rights (education, job…)
  • This story is identical to the story of us because these people who were living in the island they had a similar accident and they had to build a community on the island.
  • Closing: The facilitators should emphasize that the others are just other we with similar profile: sailor, banker, citizens…
  • Also they should explain that animals when they smell food they crashed where the storage are but the animals are afraid of light this is why we decided to always store our food next to the lighthouse.

A New Beginning

Plot:

While looking for resources after depleting the resources from the nearby trees, Patrick’s group discovers the “AboTree”, the tree has symbols on it similar to the symbols on the BOBO, and they realize that they have a message to decode with BOBO. They go back to Sophie and discuss how to translate it because they only have one half of BOBO, due to an argument with Alexandra (see activity "A broken friendship").

-The Characters are found on ‘A Journey to Safety’, the story line starts in that activity as well and continues in ‘A Controversial Discovery’ and ‘A broken friendship’ activities.

Objectives:

  • To promote teamwork, collaboration, negotiation.  
  • To raise awareness of the importance of assembly and association.

Time:

90-130 minutes

Related Rights:

  • Article 19: Freedom of opinion and information
  • Article 20: Right to peaceful assembly and association
  • Article 29: Responsibilities to the community

Description:

5 minutes

Describing the situation and distributing the tasks (sitting in front of the map).

10 minutes

Go for the resources in groups according to their tasks, and Patrick’s group discovers the “AboTree” and remembers the BOBO with its codes and goes back to Sophie’s group.

10 minutes

Discussion (guided by the facilitators, if needed) about how to get the other half from the other group

10 minutes

Patrick and Sophie with their groups go to the other camp (Alexandra's and Basheer's) and tell them about their discovery. They suggest to join in order to be able to decode the message.

15 minutes

Decoding the messages {see tips and notes}. One of them deals with an economic approach to manage resources.

20-45 minutes

Altogether, open discussion about the content of the messages and a possible solution trying to get an agreement.

15 minutes

Reflection and evaluation, closing with the map

Guided Reflection:

  • Was the breaking up useful?
  • How duties increased on individuals after breaking into two groups and in the same time new experiences were gained.
  • Should we develop some sort of trade/exchange policy? Money?
  • **** Who wrote on the tree? ****

Resources and Materials:

  • The map of the island (big scale)
  • Facilitator’s costumes.
  • The cards 
  • BOBO the artefact (check sketch)
  • Classroom or Theater
  • Baskets (four similar)
  • AboTree 
  • Paper and pencils

Notes and tips for the facilitators:

  • Facilitator helps for the cooperation avoiding fights for BOBO.
  • Alex and Basheer group to be encouraged to communicate with the others for resources exchange.
  • Messages on the tree are adaptable to the needs of the facilitators.
  • If the group is proactive, coins and money can be developed.
  • Open discussion times depending on the group.
  • One of the messages in the Abo Tree has to deal with economic approach to manage the resources.
  • • At a certain level, if the activity is to be continued (or at least the ABOTREE kept visible), two countries/schools/ groups who have done the Activity can start writing on the AboTree and the facilitators exchange what is written, thus opening up more space to ideas and imagination and building curiosity about who is writing it, {who are the OTHERS??? }

 

Me/We

Plot:

There is an open conflict between the two groups of people on the island. The Ones have built things and the Others have destroyed them. Each group has their reasons to behave this way, and they have to reach a win/win agreement satisfactory for both parties.

Objectives:

  • Conflict resolution
  • Making things better
  • Analysing and reflecting

Time:

60-70 minutes

Related Rights:

Description:

10 minutes

The whole group is sat together, they are their normal selves again (not the characters they were playing). Facilitators make a reminder of the conflict lived in Activity A/Way (especially if the two activities are not done on the same day). 

60 minutes (shorter in case of young children)

They are presented the terms of the agreement reached in Activity A/Way. 

Do they agree with them?

Do they think this is the best possible solution?

Are the rights and necessities of everybody respected in the agreement?

Divide the participants in smaller groups and ask them to debate if there is any way to improve the terms of the agreement. Can you come up with a better solution?

Guided Reflection:

Resources and materials: 

  • Flipchart paper.
  • Markers.
  • A room.

Notes and tips for the facilitators:

  • If you want to use this as a separate activity, the conflict can be introduced by representing it as a theatre scene.
  • Then the whole group sits together and the facilitators bring out certain situations, for example:
    • The houses were destroyed. What can we do to maintain respect? What can we do to avoid violence?
    • Resources are stolen. What can we do to stop the abuse of power? What can we do to have the necessities of everybody respected?
    • Difficulties to reach to a common agreement. What can we do to reach a common ground? 
    • What is equality and what is justice?
  • To discuss each of the situations, the participants are divided in smaller groups and assigned a different topic, they try to reach a resolution and present it in plenary. The other participants can try to improve it.