Gamebook

Speak in Colors!
Village

Paris 2017
Contents

1 animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 name and baton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
3 hello . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
4 drop the blanket . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
5 questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
6 alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
7 name and action . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
8 have you ever? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
9 how do you do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
10 name trains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
11 give and get . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
12 the shoe game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
13 name six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
14 shoe factory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
15 personal bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
16 dragon’s tail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
17 octopus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
18 bump . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
19 statues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
20 hospital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
21 cemetery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
22 scarecrow tiggy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
23 soccer variations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
24 balloon soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
25 chair soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
26 number soccer/hokey . . . . . . . . . . . . . . . . . . . . . . . . . . 7
27 streets and alleys . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
28 basket ball variations . . . . . . . . . . . . . . . . . . . . . . . . . . 7
29 shipwreck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
30 capture the flag . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
31 triangle tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
32 pop it . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
33 swat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
34 snow blind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
35 group juggling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
36 pile up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
37 winks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
38 the elephant game . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
39 sardines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
40 paper, scissors, run . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
41 romeo & juliet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
42 story time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
43 rob the nest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

iii
 iv

44 traffic lights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
45 spare seats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
46 blindfold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
47 minky minky banana . . . . . . . . . . . . . . . . . . . . . . . . . . 12
48 a chinese evening . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
49 bag drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
50 balance of nature mobile . . . . . . . . . . . . . . . . . . . . . . . . . 14
51 balloon game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
52 balloon game supercharged . . . . . . . . . . . . . . . . . . . . . . . . 14
53 balloon in flight . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
54 bla-bla-bla . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
55 blind trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
56 body expression of feelings . . . . . . . . . . . . . . . . . . . . . . . . 17
57 brenno . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
58 camp post . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
59 canniballs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
60 car boot sale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
61 cat and dog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
62 cat and mouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
63 catch the dragon’s tail . . . . . . . . . . . . . . . . . . . . . . . . . . 20
64 catch the flag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
65 change of scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
66 changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
67 chaos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
68 charades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
69 chocolate bar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
70 chocolate eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
71 circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
72 cisv dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
73 cisv peace forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
74 cisv trivial pursuit . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
75 clothes pins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
76 contrasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
77 coocoo’s clock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
78 cooperation squares . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
79 country salad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
80 couples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
81 create a game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
82 culture game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
83 do you love your neighbour?. . . . . . . . . . . . . . . . . . . . . . . . 28
84 drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
85 duck banana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
86 duck duck goose . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
87 dutch card game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
88 earthling game. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
89 ecological collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
90 elephants and giraffes . . . . . . . . . . . . . . . . . . . . . . . . . . 32
91 expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
92 fairy tale drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
93 falling circle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
94 families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
95 family feud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
96 family life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
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97 fantasy land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
98 fantasy trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
99 fear in a hat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
100 find the ghosts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
101 fingers up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
102 first impression . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
103 follow the leader . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
104 foot rally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
105 four hands in clay . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
106 freeze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
107 fruitsalad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
108 gibberish selling . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
109 grab the right thing . . . . . . . . . . . . . . . . . . . . . . . . . . 42
110 great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
111 handicap day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
112 handicapped breakfast . . . . . . . . . . . . . . . . . . . . . . . . . 44
113 hiding stones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
114 honey, if you love me, smile . . . . . . . . . . . . . . . . . . . . . . . 44
115 hospital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
116 housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
117 human camera . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
118 human knot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
119 international meeting. . . . . . . . . . . . . . . . . . . . . . . . . . 47
120 international twister . . . . . . . . . . . . . . . . . . . . . . . . . . 48
121 interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
122 interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
123 interviewing the world . . . . . . . . . . . . . . . . . . . . . . . . . 50
124 introducing new countries . . . . . . . . . . . . . . . . . . . . . . . . 51
125 invent a species . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
126 it’s obvious . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
127 job and occupation. . . . . . . . . . . . . . . . . . . . . . . . . . . 53
128 jump in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
129 keep 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
130 killer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
131 knights, roundheads and cavaliers . . . . . . . . . . . . . . . . . . . . . 56
132 lapping it up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
133 lead and follow . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
134 letters to governments . . . . . . . . . . . . . . . . . . . . . . . . . 59
135 life worth living . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
136 lifestyles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
137 line up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
138 long name game. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
139 lunch treasure hunt . . . . . . . . . . . . . . . . . . . . . . . . . . 62
140 magazine collage . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
141 magnetic fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
142 make a shape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
143 making a machine . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
144 marriage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
145 memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
146 message game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
147 mini world camp . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
148 mirror sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
149 mr & mrs smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
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150 multicultural scavenger hunt . . . . . . . . . . . . . . . . . . . . . . . 71

151 music painting . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
152 musical chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
153 name bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
154 name six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
155 nature walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
156 neighbour game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
157 newpaper game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
158 newspaper dance . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
159 non-verbal circle/line. . . . . . . . . . . . . . . . . . . . . . . . . . 79
160 non-verbal interviews . . . . . . . . . . . . . . . . . . . . . . . . . 80
161 number tag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
162 opposite cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
163 opposite/upsidedown day . . . . . . . . . . . . . . . . . . . . . . . . 82
164 ordinary people . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
165 passing the mask . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
166 passing the object . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
167 pastcampers meeting . . . . . . . . . . . . . . . . . . . . . . . . . . 86
168 peace birds from nature . . . . . . . . . . . . . . . . . . . . . . . . . 87
169 peace book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
170 peace totem pole . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
171 peace war peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
172 people to people . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
173 perestroika game . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
174 photo album . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
175 picturama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
176 plane crash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
177 play ball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
178 pony song/game . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
179 prui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
180 pyramid of life . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
181 radio tunning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
182 read acting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
183 recognizing voices . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
184 refugee game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
185 religious differences . . . . . . . . . . . . . . . . . . . . . . . . . . 103
186 rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
187 rich and poor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
188 rich and poor lite . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
189 rich/poor snack . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
190 romeo and juliet . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
191 safing life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
192 sandwich making for the homeless . . . . . . . . . . . . . . . . . . . . . 109
193 scarf game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
194 shoe game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
195 silent interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
196 sitting circle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
197 sock game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
198 splashy volleyball . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
199 star power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
200 star spinning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
201 star tourist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
202 stick in the bottle . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
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203 storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

204 submarine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
205 survival of the fittest . . . . . . . . . . . . . . . . . . . . . . . . . . 116
206 switcheroo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
207 t-game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
208 talk-quiet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
209 telephone game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
210 television market reserach . . . . . . . . . . . . . . . . . . . . . . . . 120
211 the aardvark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
212 the lifeboat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
213 the monster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
214 the twinkling star . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
215 theatre sports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
216 time capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
217 touchie feelie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
218 train game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
219 trans ’country’ railways . . . . . . . . . . . . . . . . . . . . . . . . . 129
220 united nations day (24th october) . . . . . . . . . . . . . . . . . . . . . 130
221 washing an elephant . . . . . . . . . . . . . . . . . . . . . . . . . . 130
222 web of life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
223 what do i do for a living? . . . . . . . . . . . . . . . . . . . . . . . . 132
224 whistle game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
225 who’s afraid of the big bad man? . . . . . . . . . . . . . . . . . . . . . . 134
226 who’s the leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
227 winking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
228 world game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
229 world news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
230 worlds of difference . . . . . . . . . . . . . . . . . . . . . . . . . . 139
231 wuzferdinner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
232 yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
233 labels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
234 rights in play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
235 cookies and conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . 149
236 making drama out of conflict . . . . . . . . . . . . . . . . . . . . . . . 156
237 pass your feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
238 beating bullying. . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
239 conflict consequences . . . . . . . . . . . . . . . . . . . . . . . . . . 171
240 human rights tree . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
241 go fish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
242 the end of the world . . . . . . . . . . . . . . . . . . . . . . . . . . 188
243 world trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
244 the mango workshop . . . . . . . . . . . . . . . . . . . . . . . . . . 202
245 mango alias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
246 draw it right . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
247 action reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
248 gender matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
249 on a tight rope . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
250 wall-to-wall graffiti . . . . . . . . . . . . . . . . . . . . . . . . . . 241
251 our values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
252 the love web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
253 amazing waste . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
254 art gallery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
255 blind millipede trust game . . . . . . . . . . . . . . . . . . . . . . . . 257
 viii

256 circle drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257

257 collecting garbage . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
258 did you ever see a horse jog? . . . . . . . . . . . . . . . . . . . . . . . 258
259 earth’s treasure chest . . . . . . . . . . . . . . . . . . . . . . . . . . 258
260 ecological poster . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
261 find a tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
262 flowering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
263 good earth’s deeds . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
264 habitat lap sit . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
265 hands-on drawings . . . . . . . . . . . . . . . . . . . . . . . . . . 260
266 helping hands for mother earth . . . . . . . . . . . . . . . . . . . . . . 261
267 invent-a-game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
268 leaf hunt relay . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
269 message in a bottle . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
270 musing on music . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
271 natural art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
272 nature rubbing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
273 the nicest place in the world . . . . . . . . . . . . . . . . . . . . . . . 263
274 noah’s ark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
275 plant personification . . . . . . . . . . . . . . . . . . . . . . . . . . 265
276 reality and hope . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
277 recycling scavenger hunt . . . . . . . . . . . . . . . . . . . . . . . . 266
278 sand art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
279 the sense of sight . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
280 sow a seed, plant a tree . . . . . . . . . . . . . . . . . . . . . . . . . 267
281 up, down, and all around . . . . . . . . . . . . . . . . . . . . . . . . 268
282 web of life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
283 wildlife in symbols . . . . . . . . . . . . . . . . . . . . . . . . . . 269
284 human beings / human rights. . . . . . . . . . . . . . . . . . . . . . . 270
285 human rights tree . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
286 needs and wants . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
287 the power of petitions . . . . . . . . . . . . . . . . . . . . . . . . . 274
288 the power of the pen . . . . . . . . . . . . . . . . . . . . . . . . . . 275
289 strategizing for action . . . . . . . . . . . . . . . . . . . . . . . . . 277
290 getting to know the activists among us . . . . . . . . . . . . . . . . . . . 278
291 stories of students who took action . . . . . . . . . . . . . . . . . . . . . 279
292 creating a human rights community . . . . . . . . . . . . . . . . . . . . 281
293 the environment and human rights . . . . . . . . . . . . . . . . . . . . . 283
294 history and human rights . . . . . . . . . . . . . . . . . . . . . . . . 285
295 literature and human rights . . . . . . . . . . . . . . . . . . . . . . . 287
296 giving human rights a human face . . . . . . . . . . . . . . . . . . . . . 289
297 windows and mirrors . . . . . . . . . . . . . . . . . . . . . . . . . . 290
298 human rights around the world . . . . . . . . . . . . . . . . . . . . . . 292
299 comparing rights documents . . . . . . . . . . . . . . . . . . . . . . . 295
300 mapping human rights . . . . . . . . . . . . . . . . . . . . . . . . . 297
301 human rights in the news . . . . . . . . . . . . . . . . . . . . . . . . 298
302 a new planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
303 human rights squares . . . . . . . . . . . . . . . . . . . . . . . . . . 301

A The Universal Declaration of Human Rights 303

B The Universal Declaration of Human Rights (abbreviated) 307

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
 ix

Index by peace education area . . . . . . . . . . . . . . . . . . . . . . . . . 312

Index by category . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Categories · Ice breaking
· Warm-up 1 animals

Equipment none

Instructions Sitting in a circle, each person says their name along with an animal, e.g. BRUCE THE
MOOSE. As you go around the circle, each person lists all the previous names and adds their own,
with the last person having to remember everyone’s name. *Variation: Each person says their name and
something they like, e.g. My name’s Bruce and I like chocolate. Each person says their name and an
adjective starting with the same letter, e.g. Beautiful Bruce.

Categories · Ice breaking

· Warm-up 2
name and baton

Equipment rolled up newspaper or similar baton

Instructions Sitting or standing in a circle with one person in the middle. Choose a person to begin,
he or she then calls out the name of another in the group. The person in the middle has the baton and
must attempt to hit the person whose name was called (on the knee) before that person calls another
name. This goes on until the person in the middle succeeds, the person who is hit then goes into the
middle.

Categories · Ice breaking

· Warm-up 3 hello

Equipment none

Instructions To be played in a large, dry space.

The group lies down in a circle with their feet pointing into the middle. A person begins by sitting
up and saying "Hello, my name is ......." and lies down. The rest of the group sits up and says "Hello ......"
and lies down. Continue around the circle until everyone has a turn. *Variation: When each person sits
up they say "Hello, my name is ..." in their own language, and everyone repeats, complete with different
English accents.

Categories · Ice breaking

· Warm-up 4
drop the blanket

Equipment blanket

Instructions Groups are separated into two teams of equal numbers. A large blanket is placed be-
tween the teams, held by two volunteers. Teams hide behind the blanket and each chooses a person to
sit up close to the blanket. One, two, three, the blanket is dropped and the chosen person who says the
other’s name first is the winner. The loser must go to the other side.

1
Categories · Ice breaking
· Warm-up 5
questions

Equipment none

Instructions A person is chosen as caller. He or she will call out questions with yes or no answers,
e.g. Are you wearing shoes?, Did you get here by aeroplane?, have you got a sister? etc.. Depending on
their answers to the questions the group separates to either side of the room. (It may help to put up yes
and no signs in varying languages.)

Categories · Ice breaking

· Warm-up 6
alphabet

Equipment none

Instructions Without speaking, the group must line up in order of alphabetical names. *Variation:
this can also be done with age, birth months, height etc. and can be a good way of ending an activity
period or lining up the group for lunch etc..

Categories · Ice breaking

· Warm-up 7
name and action

Equipment none

Instructions The group stands in a circle. The beginning person goes to the middle of the circle, yells
his or hers name and does an action, e.g. "BRUCE" and do a star jump, or burst into imaginary tears, or
dance in circles etc.. Then the rest of the groups yells the name and repeats the action.

Categories · Ice breaking

· Warm-up 8
have you ever?

Equipment a chair for each player

Instructions Arrange the chairs in a circle. A volunteer stands in the centre and their chair is re-
moved. The volunteer begins by calling out a question, e.g. Have you ever eaten spaghetti? Have you
ever ridden a bike? Have you ever been to Germany? Have you ever.....? etc. Anybody who answers
yes to the question must swap chairs. The person in the middle then tries to get a seat. The person left
without a seat then goes into the middle and asks the questions.

Categories · Ice breaking

· Warm-up 9
how do you do?

Equipment none

2
Instructions Choose one player to start as the host, the rest, the party guests, sit in a circle. The host
then walks around the outside of the circle until she chooses a guest, whom she taps on the shoulder
and says (in a posh voice), while shaking their hand, "Hello, my name is ....., how do you do?" The guest
replies "Hello, my name is ......, fine thank you". The host asks again, using the guest’s name "how do
you do .........?" The guest replies again, using the host’s name "fine thank you .......?". The host asks again
"How do you do .........?" and after the guest replies "Fine thank you ........." both players run in opposite
directions around the circle, trying to be the first person back to the space. But, when host and guest
meet, they must once again shake hands and ask "How do you do .......?". The person who is last back to
the spot is now the host of the party *Variation: person walks around the circle tapping each person on
the head saying "minky, minky, minky, banana!" The person whose head was tapped when banana was
said jumps up and runs around the circle, when they meet they must hug.

Categories · Ice breaking

· Warm-up 10 name trains

Equipment none

Instructions The group stands in a circle and one person is chosen to be the first train. The train then
chugs around the circle making sound effects until it stops infront of someone. The train introduces
itself "Hi I’m Bruce", the person replies "Hi I’m Bert". Having learnt Bert’s name the train then does a
cheer for Bert, raising it’s arms and saying "BERT, BERT, Woooooaaaahhh BERT!". Bert then joins on
and becomes the front of the train and they choof of to find the next person.

Categories · Ice breaking

· Warm-up 11 give and get

Equipment various things to pass

Instructions The leader of the game starts by giving an object to someone and saying "Give this to....."
The recipient then gives the object to the person named saying "I got this from......... Now give it to
........." More and more objects are added into the games, so everyone is giving and receiving all the
time. Later it is fun to pass larger objects like chairs and people.

Categories · Ice breaking

· Warm-up 12
the shoe game

Equipment each player must have shoes

Instructions All players sit in a circle and remove their shoes, putting them into a big pile near the
leader. The leader starts by throwing a shoe to someone in the circle while saying the name of this
person out loud. The person does the same and so on until the shoe has been passed to everyone in the
circle and back to the leader. Now with everyone remembering who they passes the shoe to in the first
round the leader starts again with another shoe which must follow the same route as the first one. With
everyone remembering who they throw the shoe to, gradually more and more shoes are introduced into
the circle. If everyone is concentrating then shoes should be flying around in complete co-ordination.

3
Categories · Ice breaking
· Warm-up 13 name six

Equipment an object to pass, e.g. ball or shoe

Instructions The groups sits in a circle with someone in the middle. The person in the middle closes
their eyes while the object is passed around the circle, until the person in the middle says "STOP". The
person in the middle then asks a question of whoever the object stopped at, they then have to give six
answers before the object is passed around the circle and reaches them. Some questions might be ;
Things you are good at. Your favourite food. Places you have visited. Songs you like etc. *VARIATION
- the person can be given a letter and asked to name six things beginning with that letter before the
object gets around the circle.

Categories · Ice breaking

· Warm-up 14 shoe factory

Equipment everyone needs to be wearing shoes

Instructions Start by standing in a circle, removing your shoes and throwing them into the middle.
Everybody then selects an unmatched pair of shoes, neither of which are his own. Now we all put on
our shoes, just slipping our toe in if our feet are too big and when everyone is ready we start chanting,
"SHOE, SHOE, SHOE". Still chanting we shuffle around trying to find people who are wearing shoes
that match ours, when we find them we keep the matching feet together so that the shoes are in a pair.
Eventually everyone should link up and a circle will be formed, then on the count of three we step out
of the shoes, leaving them in neat pairs for their owners to find.

Categories · Ice breaking

· Warm-up 15
personal bingo

Equipment bingo sheet and pen for each player

Instructions Each player gets a bingo sheet and pen. They must then write their own answers on the
sheet. The group has a set amount of time to get people with the same answers to sign their sheet. Each
person’s signature can only appear once on each sheet. The winner is the first person to have a signature
in each category.

Categories · Active/running
· Warm-up 16dragon’s tail

Equipment enough material for one tail for each team

Instructions To be played outside.

Divide the group into teams of between 4 and ten. Each team makes a dragon by forming a line and
holding each other at the waist. The person at the end of the dragon puts a tail at their back. Teams
chase each other, the leaders trying to grab the tail of the other dragons, while protecting their own tail.
If the dragon is broken they can not chase tails. If the dragon looses their tail they are out, unless they
have another dragon tail to replace theirs. The winner is the last dragon left with a tail.

4
Categories · Active/running
· Warm-up 17 octopus

Equipment none

Instructions One person is chosen as the ’octopus’ and is ’it’. If the octopus touches someone they
join hands with the octopus. Only the end people of the octopus can tag people. The last person to
survive the octopus is the winner. If the game is starting slowly add more than one octopus.

Categories · Active/running
· Warm-up 18 bump

Equipment none

Instructions Players choose a partner and holding hands they find a space to stand in the playing
area. One pair of people are chosen one to chase and one to be chased. The person being chased can
grab onto a partner, this means the other person in the pair is now doing the chasing and the chaser
becomes the one pursued and so on until they get caught. *Variation: Instead of holding hands, line
up behind one another like trains, 3 or 4 people per train. The chaser tries tag the person being chased
before they hook onto the end of a train.

Categories · Active/running
· Warm-up 19 statues

Equipment none

Instructions The playing area is defined with a large space in the centre and two safety zones at each
end. A person who is chosen as ’it’ stands in the centre of the area and calls players’ names. They
can call one or more people’s names, or "swarm" which means everyone. Those people called must run
across the playing area without being touched. The person who is ’it’ can move anywhere in the centre
zone, if they touch a person trying to cross, that person must stand still. They then try to touch others
as they run past, but they can not move from their spot. The winner is the last person left.

Categories · Active/running
· Warm-up 20 hospital

Equipment none

Instructions The area is divided into a large playing area with a safe area, a ’hospital’, at one end.
Two to four people are chosen to be diseases, and they can not enter the ’hospital’. Players can only
remain in the hospital for 1 minute (or other decided time), when they leave the hospital the diseases
try to tag them. If tagged players must sit down and wait to be rescued. To be rescued, four people
must carry you back to the hospital. If there are four people rescuing you, you are all safe, but if there
is less than four the diseases can tag you.

5
Categories · Active/running
· Warm-up 21 cemetery

Equipment soft ball, section markers

Instructions Players are divided into two teams. The playing area is divided into four sections. Team
one goes into a middle section and sends one or two people to the opposite end section (the cemetery),
and team two the other section. Team 2 (Cemetery) Team 1 (playing area) Team 2 (playing area) Team 1
(Cemetery) Each team has a ball and the players try to hit the other teams’ players in their playing area.
To be out you must be hit by the ball on the full, below the waist. Once out you go to your cemetery
and try to strike the other team from behind. If the ball is caught on the full, the player who threw the
ball must go into the cemetery. The winning team is the last one with someone left in the playing area.
The game can be made harder by adding more balls, or making the playing area smaller.

Categories · Active/running
· Warm-up 22
scarecrow tiggy

Equipment none

Instructions One or more people are chosen to be ’it’ and try to tag the other players. If a player is
tagged they must stand still like a scarecrow until another person comes to release them by crawling
through their legs.

Categories · Active/running
· Warm-up 23
soccer variations

Equipment balls

Instructions Play as normal soccer but try these variations: Use two balls. Have two goals for each
team, thus making the field square. Play with two or three people tied together, at the leg or hands.
Play with everyone moving like crabs.

Categories · Active/running
· Warm-up 24
balloon soccer

Equipment balloons and pins

Instructions Divide the group into two teams and decide on a goal and a goal keeper for both teams.
Each goal keeper is armed with a pin, everyone else must decide on a spot to stand in the playing area
and not move. The aim of the game is to swat the balloons into the goal without them being burst by
the goalies. Add more balloons as the game goes on.

Categories · Active/running
· Warm-up 25 chair soccer

Equipment balls, chairs

6
Instructions Set up the playing area with five chairs, one in each corner of a square and one in the
middle. Players line up at the side of the playing areas and the first five take up a position infront of
each chair, and they try to kick the ball through the legs of the other player’s chairs. If the ball goes
between the legs of your chair you are out and go to the end of the line. The first person in the line takes
the place infront of the chair, but they need to be quick as the other players can kick the ball under the
chair and you may get out before you even get there. To make the game harder add another ball and
another chair.

Categories · Active/running
· Warm-up 26
number soccer/hokey

Equipment ball and/or rolled up newspaper

Instructions Divide the group into two teams, and give each person in the team a number. The teams
then sit at either side of the playing area. Mark a goal for each team, and place the ball (and rolled
newspapers if playing hockey) in the centre. A number is called and the people who are that number
on each team, compete to get a goal. Try calling two numbers at once.

Categories · Active/running
· Warm-up 27
streets and alleys

Equipment none

Instructions Two people are chosen, one to be the cat, and one to be the mouse. The rest of the group
lines up, an arms length apart, in about six lines of six to form a square. Everyone faces in the same
direction with there arms out, this is called a "street", then everyone turns 90 degrees to the right with
their arms out and this is an "ally". The cat then chases to mouse through the ’streets’ and ’allies’, while
a caller calls out "streets" or "allies" and the players move to form the correct road. The cat and mouse
may not break through the arms. The make the game more interesting, have to cats and mice.

Categories · Active/running
· Warm-up 28
basket ball variations

Equipment ball

Instructions *Variation #1: Divide the payers into two teams of runners and throwers. The runners
line up around the outside of the court and are given a number. The throwers line up next to the court
and the first player takes the ball and stands at the free throw line. The thrower then calls out a number,
the runner who is that numbers must then run around the outside of the court, while the thrower tries
to throw as many goals as possible before the runner returns to his/her spot. *Variation #2: Play as with
normal basketball (or netball) rules, or modify the rules to suit, but instead of throwing baskets, each
team chooses a player to stand on a chair and be their goal. To get a goal the person on the chair must
catch the ball on the full.

Categories · Active/running
· Warm-up 29 shipwreck

Equipment none

7
Instructions A caller stands to one side of the area and calls out the names of different actions, who
ever does the wrong action or is last is out. The actions are: Bow - run towards the front Stern - run
towards the back Starboard - go right Port - go left Scrub the deck - get down on your hands and knees
and wash the floor. Climb the rigging - pretend to climb up a ladder Man overboard - Shout Man
overboard! and start swimming Captain’s coming - stand straight and salute.

Categories · Active/running
· Warm-up 30
capture the flag

Equipment two flags or markers, something to mark the circle

Instructions To be played in a large area e.g. oval, basketball court. Divide the group into two teams.
The playing area is divided into two sections, each team having a section. Teams mark a circle (1-2m)
within their own section in which to place a flag, this circle is called a safety zone. The aim of the game
is to steal the other flag while protecting their own. Players may go anywhere in the area, but if touched
in the opposing team’s section they are ’wounded’ and must sit still until someone from their own team
touches them to revive them. Once reaching the safety zone players can not be ’wounded’ but they can
only remain in the safety zone for 1 minute and after capturing the flag they must return it to their own
safety zone to win. *Variation : STORM THE LANTERN: play at night using torches instead of flags.
Make teams wear something to recognise each other, e.g. paint faces, arm bands.

Categories · Active/running
· Warm-up 31 triangle tag

Equipment none

Instructions Three people out of the group hold hands facing each other and one is chosen as the
target. The other player stands outside the triangle as the chaser. The aim of the game is for the chaser
to tag the target on the body. The players in the triangle all move to protect the target and the chaser
can not tag the target from across the circle. When the target is tagged they then become the chaser and
a new target is chosen. *Variation: play with six or eight triangles, each with a target and two chasers.

Categories · Active/running
· Warm-up 32 pop it

Equipment balloons and string

Instructions Divide the group into teams, each team having a different colored balloon. Players then
blow up the balloons and tie them on a piece of string around their ankles. The aim of the game is to
pop balloons of other teams without having your own balloon popped. If you balloon is popped you
must sit out of the game. The winner is the last team left with an inflated balloon.

Categories · Active/running
· Warm-up 33 swat

Equipment soft swat e.g. rolled newspaper, marker

8
Instructions Stand in a circle facing the centre. In the middle of the circle is a marker with the swat
on top. A player is chosen and takes the swat, they then walk around the inside of the circle and hits
someone below the knee with the swat. The swatter then has to put the swat back on top of the marker
and return to the empty space in the circle. She must get back before the other player, the swattee, gets
the swat and tags her. If the swatter succeeds, the swattee becomes the swatter. If the swattee tags the
swatter before she reaches the space the chase starts again, because the swattee must now return the
swat to the marker and get back to the space without being hit. This continues, with the swat always
returned to the marker after hits, until someone reaches the space. The person left holding the swat
then walks around the circle.

Categories · Active/running
· Warm-up 34 snow blind

Equipment rolled up news paper, blindfolds

Instructions To be played outside.

The area is given boundaries and a player is chosen to be the snowman. The snow man wears a
blindfold and is given the newspaper. The rest of the players crouch down in the playing area. The
snowman stands still and chants "Snow man snow man, all in white, blinding everyone in sight". While
he chants the players can move around the area but must stop as soon as the chant ends. Then the
players must stay still and say the chant while the snowman tries to touch someone with the newspaper.
If a player is hit by the snowman they take the newspaper and the old snowman, still with eyes closed
stands behind holding onto their hips. The last person left is the winner. As the game progresses it may
be necessary to make the area smaller.

Categories · Active/running
· Warm-up 35
group juggling

Equipment balls

Instructions Stand in a circle, facing in with hands in the air. One person starts with a ball and throws
it to another, who throws it to another person and so on until everyone has had one turn.(players drop
their hands when they’ve had a turn) Each player needs to remember who threw the ball to them and
whom they threw the ball to, as the sequence will be repeated with one ball for practice. After a few
practices add another ball that will follow the same route as the first. Keep adding balls and see how
many you can keep going at once.

Categories · Active/running
· Warm-up 36 pile up

Equipment chairs

Instructions The group sits on chairs in a circle, and names their seat (hang a name tag on the back
or put a shoe under it). Each person is assigned a card suit (it may be drawn on their hand). A caller
stands in the middle and turns over a pack of cards, one by one, each time calling out the suit of the
card. If your suit is called you move one seat to the right, if that seat is taken you sit on the person’s
knee. You may not move a seat if someone is sitting on you, you must wait until everyone moves off
you. The winner is the first person back to their original seat. *Variation: Instead of calling card suits,
the caller asks a yes or no question, e.g. "are you left handed?" "are you wearing earings?" "do you have
a sister?" People who answer yes move one seat to the right

9
Categories · Active/running
· Warm-up 37 winks

Equipment chairs

Instructions You need an odd number of players. Pair off, one member of each pair sits on the chair,
the other stands behind. The odd player stands behind an empty chair. This player must try to get
someone sitting on a chair to sit in his, he does this by winking at them. But a standing player can stop
their partner from moving by grabbing them before they get away. Standing players must always stand
with their hands at their sides.

Categories · Active/running
· Warm-up 38
the elephant game

Equipment None

Instructions Stand in a circle and with one person in the middle. The person in the middle spins
around and stops, pointing at one person, and calls one of the following poses. "Elephant": centre
person is the trunk and the people either side are the ears. "Palm Tree": the centre person is the trunk,
the people either side the branches. "Rabbit": the centre person makes a rabbit face and has paws, the
people either side make ears and stamp their outside foot. "Toaster": the people either side turn and
hold hands around the centre person, who jumps up and down. "Cow": The centre person links their
hands with their thumb pointing down and moos, while the outside people milk a thumb each. If any
of the three players get the pose wrong then they are in the middle *Variation: make up new poses with
more people involved, or have two people in the middle.

Categories · Active/running
· Warm-up 39 sardines

Equipment None

Instructions One player is chosen as the hider and given five minutes to hide in a designated area.
Then the rest of the players go look for the hider, but as each player finds them, they to must hide in
the same spot. This keeps going until the last person finds everyone. This game is great to play in the
dark.

Categories · Active/running
· Warm-up 40
paper, scissors, run

Equipment None

Instructions Two teams line up facing each other, about two metres apart. Each team has decided
whether they will be paper, scissors, or rock and on the count of three they show their choice. The
team that wins chases the losers and if they tag any before they reach their safety line they are out. The
winning team is the one that eliminates the opposition. *Variation: Instead of paper, scissors, rocks use
giants, elves, and wizards. Giants stand as tall as possible, with arms up and yell "giants". Elves squat
down and look very small and peep "Elves". And wizards hunch over with hands forwards in spell
casting fashion and say "wizards". Giants beat elves, who beat wizards, who beat giants.

10
Categories · Active/running
· Warm-up 41
romeo & juliet

Equipment a blindfold and foot tie.

Instructions Sit in a circle. Choose two players, one to be Romeo, who’s feet are tied together, and
one to be Juliet, who is blind folded. Juliet must now try to tag Romeo. Juliet can call out "Romeo?" and
Romeo must answer "Juliet!" until he is caught.

Categories · Active/running
· Warm-up 42 story time

Equipment None

Instructions Divide the players in half and have them sit facing each other in two lines, with each
players legs spread and their feet touching the person opposite. Assign each pair a word, then start
telling a story. Each time the story teller says one of the assigned words, that pair must stand up, run
down the line of people, stepping between their legs, around the outside and back to their space.

Categories · Active/running
· Warm-up 43rob the nest

Equipment balls

Instructions Divide the players into four to six teams. A number is called and each team must try to
get that number of balls into their nest by taking from the other teams and an area where the balls are
first placed and getting rid of any excess before the time is up. Balls can be taken from anywhere but
only put back into other nests. Players are not allowed to stop people from putting balls into their nest.

Categories · Active/running
· Warm-up 44traffic lights

Equipment None

Instructions People mingle in an area saying "mingle, mingle, mingle". Then the caller will call an
action and you must find the right amount of people to complete the action. Anyone who is left without
a group is out. Dead Ant(1 person): lie on the floor, with your arms and legs in the air. Ballroom
dancing(2 people):dance the tango. Traffic Lights (3 people):one person stands, one kneels infront and
one sits infront and everyone makes their hands blink like traffic lights. Rock Band (4 people): Play a
rock song as loudly as possible. Politicians (5 people): yell and shout at each other like politicians.

Categories · Active/running
· Warm-up 45 spare seats

Equipment chairs

11
Instructions The group sits in a circle of chairs. One person is chosen to go into the middle. The
spare seat is then occupied by a person moving to the right. Their seat is then vacant causing the next
person to move to the right to fill up the space. This continues in rapid succession as people quickly try
to fill up the empty seat. The person in the middle tries to sit in a spare seat before it is filled. If they
succeed in getting a seat, the person to the left of the seat (who was too slow) goes into the middle. Try
adding more people in the middle and more empty chairs.

Categories · Active/running
· Warm-up 46 blindfold

Equipment None

Instructions The group sits in a circle of chairs, each person is allocated a number. One person starts
in the middle of the circle and is blindfolded. This person calls two numbers and the people who are
those numbers must swap seats without being touched by the person in the middle. If they are touched,
they become the person in the middle. Try calling three or four numbers.

Categories · Active/running
· Warm-up 47
minky minky banana

Equipment None

Instructions The group sits in a circle while one person walks around the outside of the circle tapping
each person lightly on the head or shoulder as they pass. As they tap heads, the person says "minky,
minky, minky, minky...." until they choose a person, when they tap this person on the head they yell
"BANANA!". The Banana jumps up and runs in the opposite direction to the tapper, when they meet
in the middle they must hug, or shake hands, and race back to the empty position in the circle. The
person left standing continues around the circle.. "mink, minky, minky..." *Variation: other words can
be substituted for "minky banana" e.g., "duck, duck, GOOSE!" or "roa roa KIWI!". On hot days instead
of tapping people on the head, the person walking the around takes a cup of water and drips a small
amount on each persons head, saying "drip, drip, drip..." until they get to their chosen person. They
then dump the remains of the water on that persons head yelling "DROP" and race them around the
circle.

Categories · Other
· Social activities 48
a chinese evening

Peace education area · International Education

· Intercultural Education

Time frame 2-4 Hours;

Equipment other:A place where you can cook and eat; play games all together or work in smaller
groups; show films or slides Use a record or cassette player Use arts and crafts material

Aim To learn about a country in a nice, amusing way.

To better understand other cultures, political idelogies, and ways of living.
To get rid of prejudices.

12
Instructions (Depending on your final program you may do without some of these facilities.)
1. Form a work group to prepare the evening.Choose the country and share the work.(We have
chosen China.)
2. Reserve a suitable place and inform the members of your Junior Branch/ Chapter.(Remember to
call and remind them closer to the date.)
3. Some place you could contact for information about China:
- The Chinese Embassy or Consulate.
- Your National United Nations organisations.
- The Ministry of Foreign Affairs.
- Film centres of libraries.
- Media (Newspapers, radio, television)
- Universities (Department of Eastern and Asian Languages, History etc.)
* Remember that you do not have to be in the same place as these organisations - write to them, or
telephone.
4. Some things you can do during your evening are:
- See slides, film or video about China.
- Try to find a short and interesting text about how Chinese people live.
- Use this text and the visual material as a basis for group work.
- The groups can draw pictures, make posters or create small pieces of drama to show to each other.
- Listen to Chinese music: dance, play dancing games, try painting to the music or just use it as a
background for other activities.
- Prepare a rice dish and eat it with chopsticks while sitting on the floor.
- Draw Chinese characters: You can send them as greeting cards to friends or other Junior Branches.
- Have a quiz competition about China.
- Read some texts by the old Chinese philosophers, perhaps Lao-Tse of Kon-Fu-Tse.
- Compare these with texts by Mao-Tse-Tung.
- Have some juniors prepare an introduction to Mao’s political ideas to serve as a basis for a discus-
sion.
- Other topics that could (should) be used are:
China after Mao
China in World politics (Especially the relationship between the three super states China, USA,
Soviet Union).
( Some topics maybe unsuitable and should be altered to suit the age group you have.)

Categories · Drama

Peace education area · International Education

49 bag drama

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

Equipment other (anything you can think of)

Aim To be creative and improvise

Instructions A story is told to the group, but the storyteller stops halfway. The participants are
divided into smaller groups who each receives a bag with different objects in it. Each group has to
make up the rest of the story and perform it, while using the objects in their bag for their story.

13
Categories · Arts and Crafts

Peace education area · International Education

50
balance of nature mobile

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens

Aim To illustrate a balanced ecosystem, and the reasons for it’s stability/instability.

Instructions The hanging units should show the bird or animal plus the 4 major elements that are
essential for it’s survival: food, water, shelter. space. If you like do some research and add other
elements such as: natural enemies; species which compete for the same food supply; normal weather
patterns such as rain, snow and sun; human factors that affect food and water supply such as farming,
dams ect... .
Use cut out picture or three dimensional models, but make sure all your elements are about the
same weight and size. Then work out their relative hanging positions and the lengths of thread and
crossbeams you will need to creat your balanced mobile. Then hang each mobile from its own central
lifeline.
This is a great decoration but it also demonstates the essential role that each element plays in the
ecosystem. Remove just one element and see what happens.

Categories · Active/running

Peace education area · International Education

51
balloon game

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (string, balloons)

Instructions Each participant is given a balloon which they blow up and attach to their ankles with
string. The participants are divided into groups (it could be an idea to have a colour balloon for each
group). Each participant tries to step on the other teams balloons to pop them, without getting their
own balloon popped. If a participants balloon is popped they sit out of the game till the end.

Categories · Active/running

Peace education area · International Education

52
balloon game supercharged

· Intercultural Education

Time frame 1-2 Hours;

Equipment Balloons (2 or 3), Yarn in 2 colours

Aim To get the participants to think about thinking individually and trying to see what war is about.

14
Summary This game is usually an outdoor activity. The leader should have experience in this game
before leading it. At least 14 persons!

Instructions You have to use a large outdoor area. Hide two balloons in this area. Find a ’natural’
border that devides the area into two halves. Find an opening in this border that the participants can
use to pass through.
To explain the game for the two teams:
There is a secret amount of balloons hidden in the area. The teams should try to find these balloons
and deliver them to the game-leaders. (The game-leaders are during the game having their ’office’
somewhere in the middle of the area.)
The team which brings the balloons to the game-leader gets the chance to gain something from
finding the balloon. But there is only one special balloon that counts. The team that finds this balloon
is the winner of the game.
To be able to tell different teams from each other, the participants in the team will have a blue or
red thread around their upper arms. This thread also represends their ’life’. Succeed to tear this thread
away, the person is ’dead’. When somebody gets ’killed’, he has to come directly to the game-leader. He
waits with the game-staff for 3 minutes and then he will get a new thread - a new ’life’.
Both teams should get a team center, one at one end of the area and one at the other end. Between
these there is a border that has an opening. You are not allowed to pass the border at any place but the
opening.
Explanation for the leader:
It is important that you make it clear that the aim of the game is for the teams to find the balloon,
the special balloon, which really does not exists.
When one of the teams find a balloon, tell that this is not the right one and that they should keep on
looking. As soon as the team gets bored looking for the balloon they soon start killing each other and
forget all about the simple rule that you gave them.
They are forgetting about the meaning of the game, and are instead getting destructive, killing.
The discussion afterwards can lead to:
- The importance of an individual to think for himself. (Instead of following the group or the lesder).
- Are brought up to fight each other when other things do not work out the way we want? Are we
destructive by nature?
This game could be compared to how a war starts, and the destructive actions when it has started
and the way nothing matters when the war is important.
War starts - two nations going for the same goal, wanting to have the same thing - the two teams
looking for the balloon.
War continues - the nations have really forgotten the actual goals; what they work for now is instead
destroying each other - the teams forgetting the non-existing balloon, just tearing lives.
War makes us not follow our own natural human rules - when figthing a war human beings do things
that are against themselves - the easy ’area rule’ was soon broken wwhen the teams started fighting.
Cheating to fight a war - the reason why governments start war may not really exist or is quite
unimportant - for the non-existent special balloon.

Categories · Simulation

Peace education area · International Education

53
balloon in flight

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper and pens

Aim Raises questions about values .

15
Summary This activity shows individual preferences or values. Alternatively it is done in groups and
discussion can then include decision making in groups.

Instructions The group begins with the following story:

You set off in a balloon and have taken ten things along with you. After a while the balloon begins
to lose height so you must throw out one article. Which do you choose? Unfortunately, the balloon still
keeps going down so you have to choose another thing to throw overboard and this continues until you
have one left. Which is it?
List of articles:
Binoculars Camping stove Extra clothes
Books First-aid kit Tool-kit
Camera Pet animal Washing kit
Diary Radio
The participants work individually, listing the order in which they would throw out the things.
After this is finished, there are many ways for the group to compare and to discuss the individual
participants responses to this situation. Some leaders put the list on the blackboard and, for each item,
ask how many threw it out first and how many kept it until the end. With this information before them,
the participants will probably begin to discuss the ’logic’ of their choices.
Alternatively, or in addition to this, the leader can pick out several of the items for discussion. For
example, one can ask about the ’pet animal’; How many of you threw it out 1st, 2nd, 3rd, etc.?; then, put
this information on the blackboard and let discussion take off from there. Participants generally have a
tendency to limit their discussion to technical matters, for example, ’the radio is useful in emergencies;
the binoculars can help in finding a landing place, etc.’.
However, there are a whole range of personal and individualistic attidudes which are reflected in the
participant’s choices and, when brought into discussion, can give a deeper meaning to the exoeriment.
The items which are perhaps best for this are the pet animal, books, spare clothes and washing kit.
For example, one discussion about the pet animal began with the observation that several of the
participants who threw it out first had one at home; some others who kept it for last wanted one, but
their parents had forbidden it. This was the beginning of a long and good discussion. Similary, the item
’books’ often brings out some participants’ negative attitudes about school and other participants’ use
of the book as an escape into a world of fantasy and adventure.
There is a valuable point that can emerge through this kind of discussion: the THINGS we choose
for ourselves are an expression of many aspects of our own individuality and a statement to others
about ourselves. The IDENTITY AUCTION unit develops much the same idea in terms of the things
we DO rather then what we buy, collect or keep.

Categories · Communication
· Drama 54 bla-bla-bla

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Aim To understand body language and non verbal communication.

Instructions Divide the participants into groups. Give every group a situation they should dramatise.
When performing they are not allowed to use any language but the words ’bla-bla-bla’. Let the groups
prepare for about 5 minutes and then perform each drama.
Discuss how easy it was to understand the story line of the drama/the overall ’feeling’ of the situa-
tion.
Discuss the significance of language and culture.

16
Categories · Discussion
· Other
· Trust games
55 blind trust

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment other:scarves (one per couple)

Aim To start discussion on trust and mistrust, development of rules and laws and reasons for them.How
they differ in different countries and societies.

Instructions The group forms into pairs; one is blind, keeping eyes closed or covered, the other is
his/her leader.Noone is to talk during the whole exercise.The pairs are instructed to walk around for
about 10 minutes.Depending upon circumstances, this can be either inside and/or outside.The leader
should not turn the walk into an obstacle course for the blind person.While it is O.K. to go on stairs,
most of the walking should be fairly easy for the blind person.The leader should be creative in finding
’experiences’ for the blind person, such as trying to identify the objects by touch, being left alone for a
few minutes, running(on smooth ground) and being exposed to use their own imagination for setting
up a variety of experiences.
After about 10 minutes, the pairs switch roles and continue their walk for another 10 minutes.The
leader can ask for this switch to take place in the classroom or let the pairs decide.
This is generally a powerful experience for the children.They come back excited and wanting to talk
and it is quite useful for the leader to stay completely out of the discussion at first.The children typically
talk about the loudness of sounds, their ability to know where they are, funny things that happened and
whether it is worse being blind or deaf.But the experience has strong emotional effects, e.g. feelings of
fear, helplessness, trust or mistrust in one’s leader, responsibility for another’s safety, guilt if there was
an accident, for some who relax completely while ’blind’, a marvellous feeling of freedom and release
from decisions.If the children spontaneously get into these emotional aspects during their discussion,
the leader can just help them explore the meaning and significance of these feelings.However, if their
discussions avoid this, their own avoidance can be pointed out to them....as a starting point.
An interesting discussion can develop from a question about the ’meaning’ or interpretation of the
different ways the leaders choose to guide their blind partners, e.g. holding hands or standing behind
the blind person with both hands on his/her shoulders to guide.
The concept ’trust’ can also be usefully extended from the two person level to larger group and social
levels.For example, are rules and laws developed because we don’t trust each other? What happens if
we then do not trust police, politicians and civil servants to enforce them properly?How do they differ
from country to country?
Participants have suggested arranging the pairing up so that the blind person does not know who is
her/his partner is.

Categories · Communication
· Drama 56
body expression of feelings

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

17
Instructions The participants form couples and face each other. One is ’A’ and the other ’B’. The grou-
pleader says a feeling eg: Anger. There are several ways to express this feeling, using the whole body(1),
with(2) or without voice(3), only the voice(4), only the eyes(5). With the feeling the groupleader also
says a way to express the feeling eg: ’A’ with voice and ’B’ with eyes. The couple expresses these feelings
in this way till the groupleader says ’stop’ and names another feeling and way to express it.
VARIATION:
Express the feeling while both talking at once in gibberish.

Categories · Active/running

Peace education area · International Education

57 brenno

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (soft balls)

Instructions Divide all the participants into two groups, each with a leader. Divide the field into 4
parts, two small areas at each end for the leaders, and the area between the leaders in half, one half for
team ’A’ and the other half for team ’B’.
Team ’A’ has a ball and so does team ’B’. Team ’A’ throws their ball through team ’B’s’ area trying to
hit one of them on the full, towards team ’A’s’ leader. If someone from team ’B’ is hit on the full they
are ’out’ and join their leader to help hit team ’A’. If someone from either team catchs the ball on the
full they can throw it back the other way towards their leader, BUT if they drop the ball they are ’out’.
The game is over when everyone from one team is ’out’.

Categories · Communication

Peace education area · International Education

58 camp post

· Intercultural Education

Time frame 1-2 Hours; 2-4 Hours;

Equipment paper; pens

Aim To express feelings for one another.

Summary This activity is a very good last activity at the end of a village. For a variation also see
’Message Game’.

Instructions Some participants are selected as mailmen, and mailboxes are placed around the room.
Tell the participants that this is their chance to start writting to one another without stamps, and that
your camp post has the world’s fastest delivery time for international mail. They can write a message,
fold it, and put the name on one side, drop it in themail box, and it will be delivered.
The mailmen sort out the mail in the mailbox and deliver the letters (they too can have a break to
send and receive their own letters). The mailmen can dress up as mailmen from their own countries.
Encourage the participants to keep these first letters to take home.

18
Categories · Active/running

Peace education area · International Education

59 canniballs

· Intercultural Education

Time frame 1-2 Hours;

Equipment other: (water paint)

Summary This is a description for the game to be played in a village.

Instructions The J.C’s dress up as canniballs and hide in the surroundings. The leaders dress up in
the same colour as the water paint they carry with them and hide in the surroundings. Small groups of
participants with a piece of paper with the groups own colour code on it are let into the surroundings.
They then start looking for the leaders in the same order as is written on their paper. When they find
the leader with the same colour as the first one on their paper the leader paints them all with a dot
of that colour paint on their arms. When the participants have got all the different coloured dots in
the correct order on their arms, they can demand all the paint from the leaders and start hunting the
canniballs. When they catch them, they paint the canniballs with the paint, and this is the end of the
game.
The canniballs however during the game try to catch the groups and wipe off the paint on the
participants arms. They can only do this if the group has not yet got all the colours. If a groups colours
are wiped out they have to begin again. Also the members of the group have to stay together throughout
the entire game.

Categories · Fundraising

Peace education area · International Education

60
car boot sale

· Intercultural Education

Time frame 2-4 Hours;

Instructions Either organise a booth at a ’flea market’ or advertise that you will be holding a ’garage
sale’. Get CISVer’s to donate things to sell and the money raised goes to CISV.

Categories · Active/running

Peace education area · International Education

61 cat and dog

· Intercultural Education

Time frame 0-1 Hour;

Instructions A large circle is marked on the ground. In the middle are placed: sticks, shoes ect... to
represent ’the bones’.
One participant is choosen as ’the dog’, and that person remains inside the circle guarding the bones.
The remaining participants are ’the cats’ and stay outside the circle.
The cats try to take the bones from the dog, without being tagged. The dog may tag with the feet or
hands, but must remain seated by the bones. The cats may tease the dog by stepping in to the circle.

19
While the dog is trying to tag a cat another cat may steal some bones. If the cats succeed in taking all
the bones, the dog remains the dog for the next game, if a cat is tagged that cat becomes the dog.

Categories · Active/running

Peace education area · International Education

62
cat and mouse

· Intercultural Education

Time frame 0-1 Hour;

Instructions The participants stand in a circle type form in rows of three or more people facing out
from the centre of the circle. There is also two free participants, the cat and the mouse. The cat runs
around trying to catch the mouse. If the mouse runs to the back of a line the person in the front become
the mouse. If the cat tags the mouse the mouse becomes the cat and the cat become the mouse.

Categories · Active/running

Peace education area · International Education

63
catch the dragon’s tail

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (blindfold)

Summary A game from China.

Instructions The participants form a line of 8 to 10 people long. Each person puts their hand around
the waist of the person in front of them. The last person tucks a bandanna in the back of their pants.
At the signal, the dragon begins chasing it’s own tail, the object being for the person at the front
of the line to snach the bandanna. The tricky part of this struggle is that the people in the front and
end are clearly competing - but those in the middle aren’t sure which way to go. When the head finally
captures the tail, who’s deafeated and who’s the victor? Everyone! The head then dons the bandanna
and becomes the tail, while the second from the front becomes the new head.
You could also have two dragons trying to catch each other.

Categories · Active/running

Peace education area · International Education

64
catch the flag

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens

Instructions An area is divided into two sections (maybe anything from a basketball court to a schools
yard). The participants are divided into two groups, and each team designs a flag and may wear clothes
of one colour or something else to show what side they are on. Each team then occupies one half of
the playing field. The teams then place/hide their flag in their half of the field and the imediate area
around the flag becomes a ’safety zone’.

20
 The aim of the game is for one team to steal the others flag without being touched by the other team.
Once caught you must stand still until another of your team members touches you and thus releases
you.
Once reaching the ’safety zone’ around the flag you are safe, but you must return the flag to your
area to win the game.

Categories · Drama

Peace education area · International Education

65
change of scene

· Intercultural Education

Time frame 0-1 Hour;

Instructions In pairs make a conversation up of 6 lines, (three line for each person). The couple has
to act out that conversation in different scenes, eg:’Crossing the Sahara Desert’, ’As if leading a man to
the guillitine’, ’Two newly weds at breakfast’, act... .

Categories · Ice breaking

Peace education area · International Education

66 changes

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group stands in couples. Each couple has to observe each other. Then they turn
their backs to each other. One of them makes three changes to their personal appearance (eg: changing
hair, shoelaces ect...). When ready the partners face each other again and the other one tries to identify
the the changes that have been made. After that, vica-versa.

Categories · Active/running
· Quiz games 67 chaos

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens; statistics ?

Aim To teach groups to work together, and have fun.

Instructions Hide approx 30-50 numbered cards around the area you are playing. On the other side
of the cards write a word, saying, symbol, action, or question if you are using it as a quiz game. Break
the participants into smaller groups of 5-6 people.
The person running the game has a game board with the same amount of spaces as there is hidden
cards. Each group roles a dice and what ever the number they land on is the number card they have to
go out and find. When the group has found the card, THEY LEAVE IT WHERE IT IS, and read what
is on the back. The ’whole’ group then has to come back to the gameboard and do what the card said.
Once it has been done to the leaders satisfaction, a group member roles the dice again ect...
Some recommended questions for evaluation:
- How was the initial group interaction compared to during and after the game?

21
 - Was it benificial?

Categories · Communication
· Drama 68 charades

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment pens; paper

Instructions The participants are split into two groups and each group writes down a list of ’things’
(they could be animals, famous people, anything you choose). One group starts by asking a person
from the other group to come and get a name of a ’thing’. This person will then try to tell her/his group
through body language who/what it is. The group has got a time limit to guess what is being mimed.
A correct guess gets one point.

Categories · Drama

Peace education area · International Education

69
chocolate bar

· Intercultural Education

Time frame 0-1 Hour;

Instructions Designate three people to be judges and give them time to design and points scoring
system. The rest of the participants have to come in one at a time, and in front of the judges try
to convience them that he/she should deserve a chocolate bar. The judges gives pionts taking into
consideration their piont scoring system, originallity, and persuasiveness.

Categories · Social activities

Peace education area · International Education

70
chocolate eating

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (Chocolate, knife & fork, dice, funny/large clothes)

Aim To have fun and eat chocolate!!

Instructions Participants sit in a circle, in the middle is chocolate, knife & fork and the clothes eg:
a hat, skirt and gloves. The participants roll the dice in the circle and if someone gets a six (6) they
run into the middle, put the clothes on and begin to eat the chocolate with the knife & fork one piece
at a time. While this person is trying to put the clothes on and eat the chocolate the dice is still going
around the circle and if someone else then rolls a six (6) they then take the place in the middle, getting
the clothes off the previous person and putting them on ect...

22
Categories · Communication
· Ice breaking 71 circles

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Aim To get to know people better.

Instructions Two circles are formed, one inside the other. They turn and face one another. Music is
played and they move in opposite directions. When the music stops, the circles face each other and
should talk to each other on the topic suggested by the person running the activity. For example: the
weather; music; work; socks ect... .

Categories · Fundraising

Peace education area · International Education

72 cisv dinner

· Intercultural Education

Time frame 1-2 Hours; 2-4 Hours;

Aim To fundraise for CISV and have fun.

Instructions A group of about 10 people/couples (eg: 10 people able to host a dinner) get together
and organise a calander for 10 months of the year. In each month one person/couple should put on a
dinner party and the others attend. They eat, have an enjoyable night and pay a perdetermined amount
of money for the meal, and this goes to the CISV Local Chapter. For example if a group of ten pay $15
per meal and have 10 meals in the year they will raise $1350 for the year.

Categories · Other
· Outdoor 73
cisv peace forest

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment other: (trees, a place to plant them)

Aim A simple way to help and highlight the environment.

Instructions Find a place to plant the trees and try to get the trees donated. Then collect as many
CISV people and have an afternoon planting them (make sure it’s the right season to be planting the
trees). This activity could be repeated every year, so your forest grows.
NOTE:
This activity could be tied in with a Local Work activity on ’Environemental Education’.

23
Categories · Quiz games

Peace education area · International Education

74
cisv trivial pursuit

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

Equipment data; statistics

Aim To learn more about CISV and/or international trivia.

Summary This is a good and fun way to prepare delegates before a program.

Instructions The participants are given a collection of reference material and are asked to make up
questions in categories, that are relevant, on colour coded paper. For example if an Austrlian group
was doing an interchange with Norway the categories might be ’Australia’, ’Norway’, ’CISV’, and ’The
Norwegian Language’; you decide.
You may decide to just ask the questions in teams or to create a board to play it as a board game.

Categories · Social activities

Peace education area · International Education

75
clothes pins

· Intercultural Education

Time frame All day;

Equipment other (Clothes pins, enough for everyone)

Instructions Each person receives a clothes pin with their name on it (at the beginning of a camp,
mini-camp, village ect...). During the time the people are together thay try to get rid of their clothes
pin by pinning it on someong else with out them knowing about it. This can be done at any time. If the
person putting the clothes pin on someone else is caught while putting a clothes pin on, they have to
take one of the clothes pins from the person they are trying to put their pin on. The aim of the game is
to have no pins left at the completion of the camp/ village.

Categories · Discussion

Peace education area · International Education

76 contrasts

· Intercultural Education

Time frame 1-2 Hours;

Equipment pens and paper

Aim Understending

Summary Another way to play, would be to have all the activities prepared by the leaders of the
activity.

24
Instructions The activities are aimed at showing and discussing different contrasting realities and
situations.
* Have a list of topics such as:
- personal/ group interests
- peace/ violence
- materialistic/ altruistic attitudes
- cooperation/ competition
- rich/ poor
- justice/ injustice
- starvation/ opulation
- tolerance/ prejudice.....etc.
Divide the participants into groups. Each group chooses a topic and prepares an activity related
with it, involving all participants.
* Some ideas on how to work with the topics:
- roleplays
- wall charts
- drama
- games
- debates
- special meals
- films
- contests
- arts and crafts
- parties
- simulations
- discussions.....etc.

Categories · Warm-up

Peace education area · International Education

77
coocoo’s clock

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group stands in a circle with someone in the middle. This person has to point at
someone in the circle while saying a charcter (see later). This person and neighbours have to express
this character as soon as possible. If someone is too slow they have to go in the middle.
CHARACTERS: M = Middle person N = Neighbours
M = Tarzan ; N = Chimpansees/apes
Toaster: M = toast jumps up and down
N = with arms make the toast machine
Coocoo’s Clock : M = makes sound and move head out of Coocoo clock
N = hold hands and make moves open/close with their arms as if Coocoo clock.
Giraffe: M = puts arms straight and high in the air
N = sits on their knees on the ground next to M
Elephant: M = makes long nose with arms
N = makes the ears with their arms
There can be many more characters for this very funny game, make up your own!

25
Categories · Arts and Crafts
· Communication 78
cooperation squares

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment Hard paper, pencils, scissors, rulers.

Aim To develop cooperation.

Summary This game places participants in a conflict situation which cannot end until each group
co-operates.

Instructions 1. Before the session prepare a set of squares for each group of five participants. (A
set consists of five envelopes containing pieces of stiff paper cut into patterns that will form five ’6x6
Several individual combinations will be possible but only one total combination. 2. Cut each square
into parts A to ’ squares.
Comments of the University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. It is not possible to assess this activity because the instructions are incomplete.
It does not describe the main or contributory tasks or the process that should be followed.
Awareness
Attitudes
Skills
Knowledge

2. Appropriateness of the age grouping, time frame and number of participants

3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Instructions are inadequate and a mistake has probably been made at the time of entry. i.e. "1.
Before the session prepare a set of squares for each group of five participants. (A set consists of five
envelopes containing pieces of stiff paper cut into patterns that will form five ’6x6’ squares." ... ??

Categories · Active/running

Peace education area · International Education

79
country salad

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens; other (chairs)

Summary A variation of ’Fruit Salad’.

26
Instructions Make a circle with the chairs for all the participants except for one. The person without
the chair stands in the middle. Everyone gets a piece of paper with a Country, the region it belongs to,
and on which continent it is located written on it.
The person in the middle begins by calling out ’continents’, eg: Asia. Those who have an Asian
country leave their chairs and move to another vacant chair, the person in the middle also tries to get a
vacant chair. The person left without a chair calls out a new continent ect... After a while you may call
out regions, so eventually the participants may be able to guess what country you are representing.

Categories · Communication
· Warm-up 80 couples

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To mingle

Instructions Make a set of cards with animal names/pictures on them, making sure there are two of
each animal. Each player gets a card. Then everyone acts like that animal until they think they have
found their mate. No talking. The pair then reports to a referee to see if they have found the correct
partner.
A variation can be done by taping signs to people’s backs, allowing them to ask questions to deter-
mine who they are. Then they have to find their partner. eg: bread & butter; mother & father act...

Categories · Communication

Peace education area · International Education

81
create a game

· Intercultural Education

Time frame 0-1 Hour;

Instructions The participants are split into groups of 4, each with a leader. The object is to create a
game which is original and can be played by no less than 4 people. The participants design the game
design the game during the dat and write/draw a full explaination, then the game can be played later
on.

Categories · Simulation

Peace education area · International Education

82
culture game

· Intercultural Education

Time frame 1-2 Hours;

Aim To see ourselves as others see us

Summary We can appreciate customs that seem strange to us by putting them in cultural context.
That will also help us to understand how people from other cultures view us.

27
Instructions 1. Read aloud to the participants the section below, ’Culture of the Nuer’, which outlines
and offers explaination for some customs which seem strange to us.
2. Then give the examples from ’Culture of the Nailartsua’ and ask participants where they think
these customs might be practiced. Do the customs seem strange? If so, does ’strange’ equal ’ridiculous’
or ’primitive’? After discussion, tell participants that the examples are from their own culture, and
Nailartsua is ’Australian’ spelled backwards. What are these customs about?
3. Now assign each participant to prepare a written discription of an Australian/own country that
would seem strange to another culture. At another time have the participants read their discriptions
aloud and the other participants guess what customs they represent.
CULTURE OF THE NUER
Among the Nuer tribe of East Africa, when a boy reaches the age of about 12 or 13 and wants to
become a man, he tells his aunt who responds by plucking a few hairs from his scalp and saying: ’These
are the hairs of a boy’.
This ritual signifies readiness for the scarring ceremony. The boy is taken by his male relitives to
a special place where he lies on the ground. A goat is sacrificed, then an elder makes a series of deep
cuts across the boys forehead with a sharp knife. In considerable discomfort, the boy lies quietly and
endures the ritual. The cuts will leave deep scares on his forehead for the rest of his life.
Young women have a series of small, razor blade cuts in various shapes and patterns over their
chests and backs. They do the marking for each other and theses scares will also last a lifetime.
This custom may seem primitive and cruel. However, to the Nuer it holds deep meaning. The nuer
are a cattle-herding people who live in the grasslands of Ethiopia. Raising and protecting their cattle
are their livelihood. When a Nuer boys feels ready to take on these adult roles, he shows he is strong
and courageous enough by enduring the scarring ritual.
Because the marks will stay on his forehead throughout his life, every Nuer will know just by look-
ing at him that he is entitled to the rights and duties of an adult male. Similarly, the young women,
bybeautifying themselves, are showing they are no longer girls and are ready to be considered as mar-
riage partners to Nuer men.
CULTURE OF THE NAILARTSUA:
In this culture, there are similar kinds of rituals. When a boy is ready to become a man, he scrapes
his face with a metal blade as do the adult adult males. And to show they are sucessful, the adult males
wrap a cord of cloth around their necks and keep it there for most of their public lives. While it is
uncomfortable, they endure the ritual since it signifies to others that they have the rights and duties of
an adult male.
Females in this culture push metal pegs through their earlobes and put body paint and wax on their
faces to appear more beautiful. They bake their hair in ovens to alter its shape and appearance. Some
tear out or scrape off the hair from other parts of their bodies. These customs, they believe, will make
them more actractive as marriage partners.
LEARNING OBJECTIVES:
Participants should be able to:
- appreciate that customs which seem strange turn out to be quite sensible when we understand
what they mean to the people who have them.
- realise that customs they themselves have would seem just as strange if they could only see them-
selves through other people’s eyes.

Categories · Active/running

Peace education area · International Education

do you love your neighbour? 83
· Intercultural Education

Time frame 0-1 Hour;

Aim To get people involved and smiling.

28
Instructions The participants are seated in a circle. One person is in the middle and they ask someone
in a chair, ’Do you love your neighbour?’
If the person says ’Yes’, all participants must leave their chair and find a new one, whoever is left in
the middle will ask next.
If they answer ’No’, then they are asked ’Then who do you love?’. They can say, for example ’I love
people wearing sweaters’. Everyone wearing a sweater stands up and competes with the person in the
middle for the chairs that remain.
WARNING: This game can become very compeditive, tell everyone to be careful and polite, it is fun
to be in the middle, so don’t worry if you don’t get a chair.

Categories · Communication
· Drama 84 drama

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment Depends on what is on your list.

Aim Communication,contact,stimulating the fantasy.

Summary You may provide things for the performance such as costumes,make-up,etc.

Instructions 1. Give them a list and ask them to create a play using the things that are on the list,e.g.
paper,pan,cloth,a shoe, a hat. 2. Give them a topic to create a play on, e.g. sex roles, hope, prejudice,
etc.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will not meet CISV educational purposes unless the instructions are greatly
expanded. As it stands, there is no theme or issue, the task is too vague and the process is not de-
scribed. It would be unfair to assess the activity under the circumstances.
Awareness
Attitudes
Skills
Knowledge

2. Appropriateness of the age grouping, time frame and number of participants

3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
The only instructions given are - " Give them a list and ask them to create a play" It may be that a
mistake occurred at the time the entry was made.

Categories · Active/running

Peace education area · International Education

85
duck banana

· Intercultural Education

Time frame 0-1 Hour;

29
Instructions The group stands in a closed circle. One person stands outside the circle and walks
around the circle while touching the backs of the people and saying ’Duck’. When the person say
’Banana’ while touching someones back he/she starts running around the circle and the person who is
touched runs the opposite direction to the caller. When they meet half way they give a kiss or handshake
and the person who is last back into the spot has to do the ’Duck Banana ’ calling.

Categories · Active/running

Peace education area · International Education

86
duck duck goose

· Intercultural Education

Time frame 0-1 Hour;

Instructions The participants sit in a circle while one participant walks around the outside of the
circle. As that person walk he/she taps each person on the head (shoulder may be more acceptable)
saying ’duck’. When the person finds a certain person (anyone) she/he says ’goose’ instead of duck. The
goose then chases the person tapping around the outside of the circle until they get back to the vacant
place in the circle. If the goose catches the ’tapper’, then that person starts again tappping, but if not
caught the other person now begins tapping saying goose ect... .

Categories · Active/running

Peace education area · International Education

87
dutch card game

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens; other (deck of cards, a chair for each participant)

Instructions Draw a Heart, Spade, Diamond, or Club on the hand of each person (equal numbers in
each suit as much as possible). Have them sit in the chairs, in a circle. The leader has the deck of cards
and turns over the first one. EXAMPLE: The card is a club. All the people with clubs on their hands
move one space to the left and sit on the lap of the person beside them. If someone is on your lap when
your suit is called, you can not move. The goal is to get back to the seat you were originally in.

Categories · Communication
· Simulation 88
earthling game

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment pens; paper

Aim To illustrate that children are the same all over the world.

30
Instructions 1. Ask the participants to imagine they are crew members aboard a spaceship exploring
the universe in search of a habitable planet.
2. Ask them to describe themselves as visitors from outer space: What do I look like? What do I
eat? What do I breathe? What do I think about? What kinds of feelings do I have? What things are
important to me?
3. The spaceship discovers planet Earth and the crew study the Eearthling children to decide
whether to let their own children live with them. Ask participants to profile Earthling children from at
least five different continents: What do they look like? What do they eat? What do they breathe? What
do they think about? What kinds of feelings do they have? What things are important to them?
4. Then ask the participants to list the basic needs of all Eearthling children. These can be recorded
on paper or a whiteboard. Needs should be defined not only as those things essential to physical sur-
vival, such as food water and shelter, but also things necessary for psychological well-being, such as
security and friendship.
5. Tell participants that the basic human needs they have outlined are not being met for many
children on planet Earth. Ask them to refer to their lists and think about what happens to a child when
particular needs are not met. Ask what they think needs to be done before they would choose planet
Earth as home for their own children.
FACTS:
HEALTH: Every year, 14 million children die unnecessarily from easily preventable diseases and
undernutrition.
FOOD: One person in 5 in developing countries is undernourished, while 1 in 5 in major industri-
alised countries is overwieght or obese.
WATER: Almost half the worlds people -2.5 billion men women and children- are without reason-
able access to safe and adequate water supply.
SHELTER: 1 in 4 people in the world are without adequate shelter. Up to 100 million street children
live without homes in the worlds cities.
LEARNING OBJECTIVES
Participants should be able to:
- list the basic needs common to all the world’s children.
- understand what happens to children when basic needs are not met.
- discuss changes that could improve the lives of many children.

Categories · Arts and Crafts

Peace education area · International Education

89
ecological collage

· Intercultural Education

Time frame 0-1 Hour;

Equipment Blindfolds, String, outdoors or large indoors space

Aim To allow a group to design a ’collage using things in the environment and to learn how they, as a
group functionwith certain phisical elements are not in use.

Instructions Have groups of 5 -7 people. Various groups are told that they are to make a collage of
some kind using the immediate surroundings. If it is being done outdoors, this can take the form of
collecting trash, flowers, grass, etc. with the intention of making some form of collage ar design. It
does not have to be artistically designed but should involve some kind of thought about what kinds of
objects are in the area. O f each of the groups, each member of the group has some form of ’handicap’.
This means that one person can only use one arm; one person can not see, one person can not speak;
use either arms, etc. The people in a group should each represent a different form of handicapp and the
instructions should be said such that the group must work together to collectively design their collage.

31
Also have one person who is able to use all senses. Time period: Allow about 15 -20 Minutes to explain
game and assign the various ’handicapps’. Allow approximately 30 min for designing the collage. You
might also want to have an observer in each group. After each group has completed the collage, they
can look at each projects and begin discussion. discussion can take variety of forms. Why the group
chose to make a collage of a specific thing; how the group chose to make the collage; etc. Some questions
are: 1. How did various people with each ’handicapp’ feel? Not being able to see? to speak? Use of
arms? Hearing? 2. How did other people in group help or not help those with the various handicapps?
How did the person who could do everything work with the total group? 3. What ways do people who
could not see try to understand what was happening? How did person who could not speak get ideas
across? ETC. 4. Are your experiences different from those people who do have these disabilities? What
has it tought you about this?
Comment from the Newcastle University:
good use of the textures and qualities of the materials available. Before the groups begin to collect
the materials, tell them that there will be added difficulty. All but one person in each of the groups will
have to contribute to making the collage without being able to use one of their senses or limbs. Tie one
person’s ankles together so that they can only shuffle around; stick masking tape around one person’s
fingers so that they can’t use them properly; blindfold one person; tell one person they must not speak;
tell one person they must remain seated; tell another they are not allowed to bend over. Allow about 15-
20 minutes to explain the task and instruct/prepare everyone. You might also like to have an observer
with each group, who should have a checklist of non-judgemental questions and should not interfere or
comment at ant time. Allow about 30 minutes for the groups to make their collages. Release everyone
from their difficulties. Display the collages and let everyone view them. Ask the whole group to discuss
the differences between the collages and the way that each group used the materials; ask each group
to say how they dealt with the difficulties imposed on them; ask each person say how they coped with
the difficulty they were given; ask everyone what they felt while they took part in the activity; ask
everyone what they think of their group’s collage; ask them what key issues have been raised by the
activity. If anyone suggests that they know about what it might be like to be disabled, make it clear that
their experience was very different. They knew they were only temporarily unable to use one of their
senses/part of their body whereas disabled people not only live with disability all the time, they also
have to deal with discrimination.

Categories · Warm-up

Peace education area · International Education

90
elephants and giraffes

· Intercultural Education

Time frame 0-1 Hour;

Instructions A ’hunter is chosen to be in the middle of a circle. The hunter points to one of the
participants in the circle and will say ’Elephant’ or ’Giraffe’, The selected player will respond in the
following way:
Elephant: Both hands are placed fist to fist in front of the nose; the people either side of him place
their hands on his ear, palm open. Thus the tree people are involved in the elephant shape.
Giraffe: The hands are placed tall over the head; the people on either side place the inside hand on
the players hip.
In either case any delay or mismovement will mean the hunter will trade places with the hunted
animal which made the error.

32
Categories · Communication
· Ice breaking 91
expectations

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment pens; paper

Instructions The participants receive three questions;

- Why are you here?
- What do you want to get out of the camp?
- What will you contribute/What did you ’bring’ (of yourself) for the camp?
The participants get about 1 1/2 hours to answer these questions however they wish. The answer
are kept but the staff in envelopes and are returned to the participants at the end of the camp.

Categories · Drama

Peace education area · International Education

92
fairy tale drama

· Intercultural Education

Time frame 1-2 Hours;

Instructions Dramatize a well known fairy tale (eg: Snow White, Cinderella, Little Red Ridding
Hood) in different ways. For example each group would perform a different interpretation. An ex-
ample might be Cinderella ’Punk’, or ’Classical’, or ’Mime’, or ’Rock and Roll’ ect... .

Categories · Trust games

Peace education area · International Education

93
falling circle

· Intercultural Education

Time frame 0-1 Hour;

Aim To learn to trust those around you.

Instructions A tight circle of people is formed of about 7 people. One person is in the middle and
makes himself stiff and allows himself to fall. But the others do not allow him to fall all the way to the
floor, they catch him on the way down. Then they return him to the middle by gently pushing him back
to the middle where he falls in another direction.
Everyone should have an opportunity to be in the middle, and it’s best if the person in the middle
has their eyes closed.

33
Categories · Communication
· Drama 94 families

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group is divided into families (eg: grandma, father, mother, child, baby)and is given
a family name. Everybody remembers the name and status within the family and starts walking around.
When meeting someone else, one skakes hands, introduces himself and then at that moment takes over
the name and status of the other. With the new name the same thing happens again so changing names
and status all the time. When the groupleader says ’Families’ everybody has to find their family and
see if it’s complete.

Categories · Quiz games

Peace education area · International Education

95 family feud

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To have fun.

Summary Requires approx 1-2 hour to prepare.

Instructions Make a list of the top 10 things in an area/topic.

Examples: the top 10 things to put on a hotdog.
the top 10 CISV campfire songs
the top 10 national sports ect...
There are 2 teams, each made up of 5-8 people. One representitive from each team is selected to
’start off’. The leader asks the question eg: ’What are the top 10 CISV campfire songs?’, and the first
person to hit the ’buzzer’ gives their answer, hoping it is the number 1 answer, if it’s not, the rep from
the other team gives what they hope is a better answer. The team with the answer closest to number 1
is now asked the question induvidually. When they have answered 3 times with answers that are not
part of the top 10 their turn is over. Now it is the other teams turn and they are asked the question as
a team, and if they answer with one of the remaining top 10 answers they have won, if their answer is
not one of the remaining top 10 answers the other team wins.
Points can awarded as follows:
- 1 point for the 10th answer
- 10 for the number 1 answer
So the winning team collects all the points from the answers that have been revealed throughout
the game.
The questions do not have to have 10 answers, but tell the participants before the game how many
answers there are.

34
Categories · Simulation

Peace education area · International Education

96 family life

· Intercultural Education

Time frame 2-4 Hours;

Instructions The planning group represents the ’controling power’. Participants are divided into
groups of between 3 to 7 members, with each group representing a family. Everyone in the group has a
special function (father, mother, grandfather, child ect...).
Each family should ’vist’ the controling power who will give a task for each member of the family
to complete. Someone from the planning group is in charge of cheaking that the tasks are completed.
Then the controling power ’pay’ each member of the family for their task and the payment is handed
out according to their position, therefore the parents would receive more money than the children.
In the following half an hour the families have to spend their money on food. They get their food
from the controling power. If they have not spent all their money within the time limit, the military po-
lice (some of the planning group) put them in gaol. The goal is a place where you have to do something
to be free again.
The controling power should make the tasks more and more stupid/annoying in an attempt to make
the families angry. Wait for a revelution, and then talk about the simulation.

Categories · Arts and Crafts

Peace education area · International Education

97fantasy land

· Intercultural Education

Time frame 1-2 Hours;

Equipment pens; paper

Aim To build team spirt, cooperation.

Instructions Divide participants in groups of about 5. Each group will ’create’ a different country,
taking into concideration the following aspects and any more:
- name of country - famous persons
- capital city - government
- national song & dance - export & imports
- national costume - national resources
- national dish - history
- map - flag
The groups present their countries to each other by a short performance or exhibition.
articipants all together discuss possible relations among the countries such as:
- can these countries benift from each other?
- are they dependent on each other?
- do you think they can live in peace?
- hat conflicts could occur? How could they be solved?

35
Categories
· Other
· Discussion
98 fantasy trip

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment pens, paper,other: copy of the first part of the activity description.

Aim To gain understanding of various ways of travelling.

Summary This activity is good for 11 year olds returning from a village or when preparing a delega-
tion to let them understand the aim of the village experience.

Instructions The questions:

1) What one country would you most like to go in the World?
2) Why have you chosen this country?
3) What would you do in this coutry?: Sightseeing, famous people or non-famous people or special
kinds of groups or just to leave home?
4) How long do you think you would stay?
... days - 2 weeks - 3 weeks - 1 month - 3 months - longer
5) Where would you like to stay? : hotel, private house, hostel, in a town, in the country.
6) What and/or who would you take with you?
What are the preparations you would make for your visits?
7) How often would you write home - and to whom would you write?
8) What do you think you might miss from home?
9) What souvenirs or articles do you think that you might bring back from this country?
10) Are there any worries that you have in connection with your visit to this other country? e.g. -
travelling, being away from familiar, food, not coming back.
11) Do you think you would be any different after such a trip?In what ways?
Follow-up discussion:
1. Emphasize the fantasy.Let the pupils close their eyes after filling out the questionnaire and spend
some time day-dreaming about their trip.Were their fantasies only filled with good things happening
to them or were there bad incidents too?If only good, is that realistic?Do tourists also greatly resent any
bad experiences?
2. Emphasize basis for choice of country.What sources of information were important?What are the
differences between those pupils who chose a country very different from or quite similar to their own?
3. Emphasize the experience of foreign travel.What effects does travel have on people?Are you likely
to lose or strengten your stereotypes or will you have more complex ones?Should you be thoroughly
familiar with your own country before travelling abroad?Do people react differently, behave in unusual
ways, when they are tourists in a foreign country?Will you ?If so, how can we judge tourists in our own
country, and will you feel like a representative of your country?
Comments of the University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Does not meet CISV’s educational purposes as it stands because it is mainly
focussed on the traveller and how they will enjoy and benefit from the visit. To address the personal
development issues adequately, the activity would need changing. To address the Global Awareness is-
sues, it would need modification. Its aim would be better described as follows: " To gain understanding
of different ways of approaching travel."

36
 37

Awareness Personal perceptions of unknown countries. The difference between being a tourist and
a visitor. The role of the visitor in a foreign country. Where and how to look for information about what
a country is like for the people who live there.
Attitudes Inquisitiveness. Wanting to look beyond visual impressions. Recognising the difficulties
as well as the pleasures of travel.
Skills Imagination. Planning. Research. Personal awareness.
Knowledge The impact of tourism.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing The activity needs more structure/explanation about how the questions will be answered.
Would benefit from some further questions and amendment to those listed which are too leading or
closed. Spelling and construction need improvement.
REVIEW OF CISV ACTIVITIES DATABASE PAGE NUMBER 13 ACTIVITY NUMBER 110 ACTIV-
ITY NAME Fantasy Trip
Rewrite and expand instructions as follows: STAGE 1 In a large, carpeted room or on a clean floor
with yoga or exercise mats for each person, take the participants through a relaxation exercise and a
brief guided fantasy during which they imagine themselves in the one place in the world they would
most like to visit. Bring them back from the guided fantasy and ask them to think quietly to themselves
about how to describe their reasons for wanting to visit the place they chose and how it might feel to be
there. Now ask the participants to talk in pairs about their imaginary visit for about 5 minutes. Then
ask them to talk for a further 5 minutes about how different their fantasy might be from reality and
what they would feel if they got their wish to visit the place they chose. OR Ask each participant to
think quietly to themselves for 5 minutes about the one place in the world they would most like to visit
and the three most important reasons that come to mind for wanting to go there. Ask them to get into
pairs and discuss their thoughts with their partner for about 5 minutes.
STAGE 2 Now ask the pairs to form groups of 4-6(depending on the overall size of the group). The
groups of 6 collect and record on flip chart paper the following information: ( Give each group a written
list to follow.) The kinds of things each person imagines themselves doing in the countries they wan to
visit. The people they all imagine themselves meeting. How long they would stay. Where they would
expect and want to stay. how they would prepare for the visit. What they would take with them. Any
person/people they would like to take with them. Who would they write home to, how often and in
what form would they send the message. Do they think they would miss anything they had left behind.
What souvenirs or articles do you think that you might bring back. Would they be worried about the
visit in any way. What affect do they think the trip might have on them while they were there and after
they leave. What affect do they think they might have on the people who live in the country while they
are there and after they leave.
In whole group feedback, ask each small group to explain their flip chart. Ask the whole group what
they noticed from the small group presentations. What were the similarities and differences between
the feedback from each group? Where had people got their information about the places they wanted
to visit? What kinds of motives did people have for wanting to visit these places? What difference do
they think travel would make to them? How might it influence their ideas about different countries and
the people who live there? What are the different ways that people react to being in a place where they
are a stranger? How do their preconceptions of that place affect their reaction? How does the history
of the relationship between their place of origin and the place they are visiting affect their reaction?
How does the visitor affect the place they visit? What are the benefits and disadvantages of tourism
to indigenous people? What are the benefits and disadvantages of tourism to governments? How does
tourism affect international relations and trade? What are the key issues to come out of that activity?
Categories · Communication

Peace education area · International Education

99 fear in a hat

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens; other (’hat’ or tin)

Instructions Played in a circle. Ask everyone to complete this sentence on paper (anonymously),
’In this group I am afraid that..........’
Put the hat/tin in the middle of the circle and place the pieces of paper in it. Once all the pieces
of paper are in the hat someone in the circle begins by drawing out a paper and reading it out to the
group. They can also try to expland on the sentence, trying to express what that person was feeling. eg:
’In this group I am afraid that...I will be laughed at’ (continues talking) I am afraid to say my feelings
because everyone laughs at me, so I never say anything.
Continue passing the hat around the circle. Make sure that everyone just listens to what is being
said and doas not comment or interupt.
At the end discuss what the group noticed or discovered.
VARIATIONS:
- Likes and dislikes in a hat (two tins)
- Worries in a hat
- Gripes/complaints in a hat
- Wishes in a hat

Categories · Active/running

Peace education area · International Education

100 find the ghosts

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens; other (torches, noise making objects)

Aim To work together as a team.

Instructions At least 4 leaders, preferably more, hide around the grounds with a pen, and a torch.
Each leader also has a unique noise making object which allows the participants to locate them. The
participants set off in groups (each group has to stay together by forming a hand chain) and they have
to find the ’ghosts’ in a specific order, by finding all the different sounds in the order written on a piece
of paper given to them at the beginning.
Once found the ghosts mark themselves off from the groups paper. The first team to find all the
ghosts is the winner.

Categories · Quiz games

Peace education area · International Education

101 fingers up

· Intercultural Education

38
Time frame 0-1 Hour;

Instructions Make groups of two or four. Put your hands behind your back. On the word go, all the
participants brings their hands out in front of them with any number of fingers up. The first participant
to call out the correct total number of fingers up (total of the group) wins.

Categories · Ice breaking

Peace education area · International Education

102 first impression

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Instructions The group is divided into couples, each couple receives a paper with different words
on it eg: animal; tool; flower; musical instrument; historical figure; furniture; colour, and a building.
Without talking both of the couple have to write down what they think fits the other person with an
explanation.
eg: An animal - ’she makes me think of a bird, because.....’
After all the words are filled in, the couple starts giving each other their answers with the explaina-
tions. Then each of the couple give (if they feel like it) their reaction the this ’first impression’.
eg: ’this is true of me’ or ’you have the wrong impression about me because.....’

Categories · Drama
· Quiz games 103
follow the leader

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions One participant is sent out of the room. The others form a circle and elect a leader. The
leader makes some simple movement and the rest follow that movement. The person outside is then
brought back into the room and has to identify the leader. The leadre should continue changing the
movements without getting cuaght.

Categories · Social activities

Peace education area · International Education

104 foot rally

· Intercultural Education

Time frame 2-4 Hours;

Equipment pens; paper

Summary This is best done in a city or large sopping centre.

39
Instructions This is the same as a car rally without cars.
Before the day of the activity walk around the area where the foot rally will take place and make up
a trail of clues for teams to follow.
Organise participants into teams of 2-6 people.
Give each team a sheet of paper with all the clues and a pen and send them off a times intervals.
The winning team is the one back in the shortest time with the most correct answers.
OTHER IDEAS:
- Have people dressed up and hidden along the trail.
- If teams find and get the signatures of theses mystery people they get bonus points.

Categories · Arts and Crafts

· Communication
· Trust games
105
four hands in clay

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment Clay,scarves to blindfold with,papers for covering floors

Aim TO DEVELOP NON-VERBAL COMMUNICATION AND COOPERATION

Instructions The participants are blindfolded and put into couples without being allowed to use any
verbal communication. They are not to know who their partner is. They receive some clay out of which
they shall try and shape something together still without communicating verbally.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet some CISV educational purposes if the instructions are expanded.
Because the activity involves being touched without being able to see what is happening, the activity
needs careful debriefing.
Awareness The importance of touch in communication. The creative process. The requirements of
cooperation. Attitudes Sensitivity Respect for another person’s ideas and feelings Skills Visualisation.
Communication. Knowledge The use of the medium. Collaboration.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions to read as follows: The leader should be aware of any participants who are
partially sighted or visually impaired in any way. This will not preclude them from the activity, but it
will mean that the leader needs to say at the outset, that some people may already know what it is like
not to be able to see properly because they have or still do suffer from visual impairment. This means
that they will have valuable experience to contribute to the activity, but if they would prefer help lead
the activity and debrief rather than take part, they work alongside the leader. Stress that the activity is
not about learning what it like to be blind. It is about communication and trust.
REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 20 ACTIVITY NUMBER 141 ACTIVITY NAME FOUR HANDS IN CLAY
The participants are blindfolded and put into couples without knowing who their partner is. Each
couple is given a piece of clay and told that they both have 15 minutes to create a single recognisable
object with it, without using verbal communication at any time during the process. Say that some
people may know ....

40
 When the time is up, let the couples remove their blindfolds and look at what they have created. Let
them discuss what happened, what each of them thought they were making, if the object they made is
anything like they imagined, if it is in any way recognisable as the object they were trying to make.
Ask the pairs to get together into groups of four to talk about what they think one anothers creations
represent; what it was like taking part in the activity; how they tried to communicate their ideas to their
partner when they were blindfolded; if that was uncomfortable in any way; what they think of their
own creations; if they were surprised by they saw when they took off the blindfolds; how it felt when
they were creating the object.
Now ask the groups of four to give feedback to one another, then ask all the participants what they
discovered from that activity; how did they feel about touching and being touched by another person
they could not; if the activity reminded them of any other experiences; has it raised any issues for them;
how everyone feels now.
Finally, ask the participants to display their objects as if in an art exhibition and give them a title.
Let the group view the exhibition then ask everyone to say if and how they enjoyed it.

Categories · Communication
· Drama 106 freeze

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment none.

Aim Develop cooperation and communication.

Summary Indoor and outdoor activity.

Instructions The participants form a circle, sitting on the floor. Two of the participants (A & B)
spontaneously create, improve and perform a situation in the middle of the circle. When one of the ’
actors ’ (A)gets into a position one of the observers (C) want to continue with, C shouts ’FREEZE’ in
their positions.Participant C changes place with A and continues the play. After the drama, participants
discuss the differents situations.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. It is only possible to guess whether this activity might meet CISV educational
purposes. It may be safely assumed that the idea behind the activity is to allow people to freeze the ac-
tion for some purpose, but since the instructions are incomplete, it is not possible to assess the activity
properly or to suggest ways of improving the instructions.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
A mistake may have occurred when it was entered on the database. The instructions end in mid
sentence. i.e. "The participants form a circle, sitting on the floor. Two of the participants (A & B)
spontaneously create, improve and perform a situation in the middle of the circle. When one of the ’
actors ’ (A)"

41
Categories · Active/running

Peace education area · International Education

107 fruitsalad

· Intercultural Education

Time frame 0-1 Hour;

Summary Also see ’Country salad’

Instructions Everybody sits in a circle on chairs. The groupleader gives each of the participants a
fruit (make sure there are about 4 or 5 different fruits). The person in the middlehas to shout out one
of the fruits. The people who have been given this fruit have to change seats. The person in the middle
has to try get one of the vacant seats, and someone will still be left in the middle. A variation is to call
out ’Fruitsalad’ and everyone has to change seats.
VARIATION:
Instead of fruits the person in the middle asks someone, ’Do you like your neighbour?’. If No, then
’Who do you like to have next to you?’ - I would like to have people with... eg: jeans/glasses/red
underwear ect... Then all those who fit the requirements change seats.

Categories · Communication
· Drama 108
gibberish selling

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions One participant speaking ’gibberish’ sells or demonstartes something to the audience.
Allow around one or two minutes per player. Insist on direct contact, if players stare or look over the
heads of the audience ask them to pitch their sale until they are actually seen. Pitching requires contact
with others. Someone it the time keeper who calls half time and the end of time.
Afterwards the audience can answer questions such as ’What was being sold or demonstated’, ’Was
there a variety in the gibberish?’, ’Did the player ’see’ us in the audience or stare’, ’Was there a difference
between selling it or pitching it?’.

Categories · Active/running

Peace education area · International Education

109
grab the right thing

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (3 things, 4 of each)

42
Instructions The participants are split into two groups of the same size (about 10 per group). Each
group forms a row and at the end of each row there is a leader with three different things. At the front
of the row the first person has the same three things eg: shoe, scarf, glass. The leader shows one of the
things ONLY to the last person in the row.
Shoe = Tap on the right shoulder
Scarf = Tap on the left shoulder
Glass = Tap on both shoulders
If for example it was a shoe, the last person taps the person in front on the right shoulder and this
goes through to the very first person, who has to ’Grab the right thing’ according to the type of tap on
his/her shoulder. The first person holds up the thing so the leader can see it, if it’s the wrong thing,
the process starts again and if it’s the right thing the first person then becomes the last person, and
everybody moves up a place. Keep going till the first person again reaches the front.

Categories · Quiz games

Peace education area · International Education

110 great

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To encourage creativity

Instructions Make sheets siniliar to that shown below

FRUIT ANIMAL COUNTRY CELEBRITY VEGETABLE
G
R
E
A
T
Get the participants in groups of 2-4. Give each group a chart, or have them make it. Give all the
groups about 5 min to fill in as many blanks as possible. eg: fruit that starts with ’T’. At the end bring
everyone together. If two or more teams have the same word, no points are awarded. For each answer
remaining, the team gets a point. Extra points could be given for original words. Of course, other
categories and words can be used.

Categories · Simulation

Peace education area · International Education

111 handicap day

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours; 2-4 Hours; 4+ Hours;

Aim To try simulate the real difficulties faced by the handicapped.

Instructions A handicap is given to each participant. The participants now have to behave like they
have this handicap. The leaders are also incouraged to be involved.
There is no such thing as failing, the participants can only perform the normal days activities bettter
or with more difficulty than normal. So try your best and try to find a way to handle the difficulties,
and remember no cheating!

43
 Participants should be encouraged to help others with their disabilities, eg: a person with no arms
will find it very difficult to eat a meal, while a deaf person will find it difficult conversing with others.

Categories · Communication
· Simulation 112
handicapped breakfast

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (string)

Aim To learn to communicate in harmony without speaking.

Instructions Cut strings for each participant. Announce that communication by words is not allowed.
Some helpers tie the little finger or wrist of each participantto the little finger or wrist of his neighbour.
They eat the meal like this.

Categories · Active/running

Peace education area · International Education

113 hiding stones

· Intercultural Education

Time frame 0-1 Hour;

Instructions The participants are divided into two team, each with a leader. The teams are seated
opposite each other on the floor, with their feet straight out and close together touching the back of the
person on front of them. The leader then hides a small stone under the knee of one of the team.
The leader goes up and down the line pretending to place the stone under each of the team members
knees so that the other team does not know which person the stone is under.
The leader of the opposite team then tries to guess where the stone is. If the guess is correct that
leader has the privilage of hiding the stone. If the guess is wrong a person from the guessing team goes
over to the other team, which again has the oppportunity to hide the stone.
Each team tries to make their team larger.

Categories · Ice breaking

Peace education area · International Education

114
honey, if you love me, smile

· Intercultural Education

Time frame 0-1 Hour;

Instructions The participants form a circle and a girl starts in the middle of the circle. She then has
to go up to a boy in the circle and make him smile by saying
’Honey if you love me please give me a smile’
and then the boy has to say
’Honey I love you but I just can’t smile’
without smiling.
If he does smile he takes the place of the girl in the middle and has to try make another girl smile.
But if he doesn’t smile the girl in the middle has to try another boy.

44
Categories · Active/running

Peace education area · International Education

115 hospital

· Intercultural Education

Time frame 1-2 Hours;

Instructions The all participants are in a hospital (designated area) to begin, except for a couple of
participants who have a ’contagious disease’, who are not allowed in the hospital. The participants have
to leave the hospital but not get caught by the ’disease’.
If some one is caught by the disease they have to lie down where they were caught and can only be
saved if 4 ’healthy’ people carry them back to the hospital. If 4 people are carrying someone (one for
each arm and leg) the disease can not catch them. If however the person is being carried by less than 4
people the disease can get all of them. Once back at the hospital the person who had been previously
caught by the disease is now ’healthy’ again.
The game continues untill there are too few healthy people remaining.

Categories · Simulation

Peace education area · International Education

116 housing

· Intercultural Education

Time frame 2-4 Hours;

Equipment paper, pens

Instructions -Split the group into smaller groups of 3-5 people; assign each group an area in the
world in which they have to build a house. Give the following information:
a. climate (winter/summer)
b. building materials available
c. building tools available
d. family habits (eat in the kitchen or sleep in hammocks)
e. special information: monsoons, typhoons, dry season, earth quakes etc.
- During the first part of the meeting they should make a floor plan and show what it looks like
from outside and explain how and why it was built that way to the other groups.
- For the second part of the meeting people should think how living in this house would change
their family life and discuss this with the other groups.
Comments of the University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. This activity could meet CISV educational purposes if the instructions are
modified. As they stand, one or two of the items on the list of factors influencing the housing are inap-
propriate and several others need to be added. Unless these changes are made, some important issues
about housing will be neglected and stereotypes of people who live differently from the majority or
who live in developing countries, may be reinforced. The word home should be used instead of house
and there should be a context for the activity, or it may mislead participants into thinking that their
task mirrors reality. The debrief needs amending. Awareness The factor that affect where and how
people live. How housing choices are controlled. Different concepts of home and house. Inequality in
housing. Attitudes Respect for different types of home. Challenging negative perceptions of different
ways of life. Appreciating housing needs. Skills Creativity Design. Logic. Knowledge Housing and
homelessness issues

45
 2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend the instructions to read as follows: Divide the participants into small groups of 3-5 people
Assign each group an imaginary/actual area in the world in which they have to build a home, making
the most appropriate, economical and inventive use they can of the space, materials and conditions
they are given. Include urban as well as rural areas; areas with natural resources and areas with none;
include travelling community settings; include nomadic conditions etc. Give them an explanation for
settling in this new place. Give each group a card providing the following information about the place
where they must build their home: a. climate b. building materials available c. building tools available
d. family or communal home e. geographical terrain and conditions f. amount of space available g.
the site for the home h. isolated or close to existing homes/part of a community i. natural resources
available in the immediate area j. need for and availability of work k. private ownership of land or no
private ownership of land l. to be self built or communally built
During the first part of the activity the groups should draw a floor plan and external view, showing
what the home looks like in the environment. The groups then show and explain their homes to one
another(if the overall numbers are 40 or below) or to display their designs with written explanations
where necessary (if the overall numbers exceed 40) saying how they arrived at their design. Now ask
the participants to discuss in their small groups what difference it might make to people’s lives and
attitudes if they lived in the homes that they have seen. Get feedback from the small groups and ask
participants what happened during the different stages of the activity; what the activity revealed about
different concepts of home and housing; what it revealed about the affect that conditions and resources
have on where and how people live; the key issues that have been raised.

Categories · Trust games

Peace education area · International Education

· Intercultural Education
117 human camera

Time frame 0-1 Hour;

Instructions The participants are paired up. One person has their eyes closed and is lead around by
the other person, you, to a spot with an interesying object that you whould like to record on ’the film
of their memory’. Position their head so that their closed eyes are facing the object. Gently tap them on
the head to activate ’the shatter’. Your partner opens and closes their eye lids very quickly to record the
scene. Very close up shot and very long distance ones, Trade roles after you have discussed what you
will likely remember for a long time.

Categories · Active/running
· Warm-up

Peace education area · International Education

118 human knot

· Intercultural Education

Time frame 0-1 Hour;

Aim To work together as a group.

Instructions The group stand sin a circle. Everyone closes their eyes, puts their arms streached for-
ward and starts walking towards the middle. As soon as there is contact with each other everyone has
to find each others hands (still with eyes closed). When all the hands are joined to another hand the
eyes are opened and the group has to ’unknot’ itself and form a circle again.

46
Categories · Ice breaking
· Social activities
· Warm-up
119
international meeting

Peace education area · International Education

· Intercultural Education

Time frame 2-4 Hours;

Equipment other:whatever needed for the activity you have chosen to do.

Aim To gain knowledge about other cultures, peace-education, cross-cultural understanding, to have
a good time.

Instructions Many CISV’ers find pleasure in having friends from eg. Latin America to whom they
write letters.What about all the foreign people that may live in your own town etc.?Wouldn’t it be
great to make friends among them ?
Examples of what you can do:
* You can have an international evening.Invite people from your own organisation and foreign peo-
ple, refugee-organisations, foreign students and embassies etc. to icebreaking activities, information
about each other’s countries or whatever.
* International party, perhaps on the 24th of October(United Nations * Carnival
* A Christmas meeting where you can tell each other about the different customs for Christmas
celebration, eat cookies from different countries and so on.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet CISV educational purposes provided it is modified. As it stands,
the activity verges on being tokenist and patronising. Why would people want to come to the meet-
ing/event?
Awareness The multi-ethnic nature of society and how it is reflected in the local community. The
things that people from different cultures have in common. The barriers that exist to cross-cultural
communication and how they can be overcome. Attitudes Openness to inter-cultural relationships.
Recognising the contribution that immigrants and visitors make to society. Recognising that the multi-
ethnic origins of the indigenous population Skills Communication. Organisation. Research. Knowledge
Local community. Patterns of immigration.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English To address the flaws and dangers in the activity, rewrite as follows:
Introduce the activity by explaining that many CISV’ers find pleasure in having friends from e.g. Latin
America to whom they write letters. What about all the people that may live in your own town /com-
munity/district/city? How many different ethnic origins are represented? Do we know and befriend
people who are staying or have settled here from other countries? Examples of what you can do to
follow this up: 1) You can have an "Common Cause" meeting. Identify the groups that represent peo-
ple of different ethnic origins - e.g. societies/organisations for people from other countries who have
settled in your town/city etc; student organisations for people from specific countries, continents or
religious backgrounds; organisations that support or campaign on behalf of people from different eth-
nic backgrounds, e.g. refugee services; organisations that combat racism. Invite people from your own
organisation and people from the organisations you have identified to come to a meeting where they
can presents and exchange information about their aims and work. REVIEW OF CISV ACTIVITIES
DATABASE

47
 PAGE NUMBER 14 ACTIVITY NUMBER 114 ACTIVITY NAME International Meeting
2)You can have a "Friendship Building" meeting. Identify youth organisations in your area that have
a particular brief to work with young people of minority ethnic background. Make contact with them
and ask if one or two CISV’ers can visit the group to talk about making links. Invite young people
from the organisation to visit the CISV group and keep the visit informal- have social activities taking
place, e.g. board games, listening to music, eating food(find out about special dietary requirements),
playing card games etc. etc. When visits have been made, ask if members of the organisation would
like to have a friendship building session where they can get to know one another better. Ask if they
would like to host it or if they would like CISV to do that. Suggest that there could be ice-breaking
activities followed by something that will help people to say more about themselves and understand
one another better - e.g. "What’s In A Name?" and "Dig Where You Stand" (see appendix 1). Have the
"Friendship Building meeting and ask the people who attend it what they have got from it. 3)You can
have an International Party, perhaps on the 24th of October(United Nations Day). Identify contacts as
per 1) send them invitations to a United Nations Day party to celebrate the a particular aspect of the
UN’s work - e.g. UNICEF, UNESCO, UNHCR. Ask each group if they would like to bring something
with them to display which relates to the work -e.g. leaflets, posters, T Shirts. Have posters on display
about the UN organisation you have chosen and have some pieces of flip chart paper on the wall with
the heading "WHAT SHOULD WE BE DOING HERE AND NOW?" so that people can write their ideas
about the kind of things the people from the different organisations could do together in future. Have
a visitors book for people to sign when they leave, where they can say if they would like to be involved
in joint work. 4) You can have a Carnival. Contact your local Race Equality Council or equivalent
organisation. Contact local community organisations. Identify youth organisations in your area that
have a particular brief to work with young people of minority ethnic background. Make contact and
find out if they already hold annual events which are similar to a carnival - e.g. arts festivals. Ask
everyone if they would be interested in organising a local carnival. Set up a working party which has
representatives from all the groups and let things develop from there. 5) You could have a meeting
called "Is It Christmas?" or "Festivals of Light" Identify youth organisations in your area that have
a particular brief to work with young people of minority ethnic background. Ask if they would be
interested in taking part in a meeting where everyone shows and explains the different festivals they
celebrate in November/December, sharing food, music, pictures, texts, childhood anecdotes etc.
After the International Meeting, ask the CISVers what they have discovered about their own town/community/city
etc; What are the most important issues that have been raised by the "Meeting"; What difference will it
make to them.
Important note It will be necessary to find out if there are any tensions between different organi-
sations, national or ethnic groups before inviting them to attend the same meeting. CISV should not
make conciliation part of the agenda or assume that organising an "International Meeting" will auto-
matically help people to make friends. It will also be necessary to find out about any restrictions on
social contact that may apply to members of some groups.

Categories · Active/running

Peace education area · International Education

120
international twister

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens; other (4 bed sheets, atlas, 8 hats or boxes)

Aim To teach geography, have fun.

Summary Approx 2 hours is required to prepare.

48
Instructions Draw 4 continants, Asia, Africia, South Americia, and Europe on the sheets. Advice:
Divide the map and sheets into grids to make drawing of borders easier. Label the countries.
For each continants, have 2 ’hats’, one containing cards with the countries written on them, eg: Italy,
Germany, Spain, Poland ect..., the other ’hat’ contains body parts, eg: left foot, right hand, ear, left knee,
ect... For each participant, draw a body part, then a country, eg: right hand on Vietnam. Repeat for
other members of the group and rotate the groups to all continants.

Categories · Ice breaking

Peace education area · International Education

121 interview

· Intercultural Education

Time frame 0-1 Hour;

Aim To get to know others better.

Instructions Find a partner who you do not know. In a set time ask your partner all the questions
you want to know about them. Change roles. Introduce your partner to the whole group.

Categories
· Other
· Discussion
122 interview

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment pens, paper

Aim Education for world citizenship

Summary interview people before

Instructions Get info about something (eg., UN declaration)

Interview your parents, friends, relatives or even unknown people about what you just learned.
This can be done in small groups, in pairs, or one by one.Discuss the results in group.You may write an
article for the local CISV paper.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will meet CISV educational purposes and its own aims, provided the instructions are improved and
expanded.
Awareness Different people’s experience and views in relation to world issues. How global issues
are reported. How well informed people are about global issues. Attitudes Appreciating how much and
what kind of information you need to form an opinion about an issue. Recognising how people’s views
are influenced by their own experience. Skills Research. Analysis. Presentation. Knowledge Public
awareness of global issues.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English How many hours of work will be needed for the research element
of the activity? Where do the participants get their information about the issue? What kind of issues

49
are we talking about? What kind and range of information should the participants gather? What is the
purpose of the interview - e.g. finding out what the person knows or thinks about the issue, or finding
out what experience they have of it? How do they interview people - i.e. are they using a questionnaire
and if so, what guidance will they get on constructing it? How do they collate and present their findings
for the rest of the participants so that they can discuss it? How do they discuss the results? How do
they debrief their own experience?

Categories
· Other
· Drama
123
interviewing the world

Peace education area · International Education

· Intercultural Education

Time frame All day;

Equipment none

Aim global awareness

Summary It is important to choose countries that have strong differences regarding the topics choosen.

Instructions Devide the participants into groups of 5 to 8 people, each group being assigned a differ-
ent country.
Task: During a pre-established number of days, group members interview
people from the given country, such as immigrants, consuls,
tourists etc., in order to gether as much information as possible
about: - family
- morals and values
- family activities
(A list of basic questions on these subjects would be very helpful for the interviewers.)
After that, all groups get together and each group prepares a drama or mimic (or any other kind of
presentation) to show the others the results of their interviews.
NOTE: It is important to choose countries that have strong differences regarding the topics chosen.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet CISV educational purposes and its own aims, if rewritten. This
activity is intended to access authentic information about the lives of people who originate from dif-
ferent countries, but the tasks in the instructions leave it open to misuse. Unless in it is modified and
structured differently it should be deleted from the database. The personal nature of the research- i.e.
asking people directly about their family and their moral individual values, is not appropriate. The
instruction to prepare "a drama or mimic (or any other kind of presentation) to show the others" is
inappropriate. Having asked the participants to search out authentic responses they should not then
be asked to parody them, it would be patronising and could be insulting. The note " It is important to
choose countries that have strong differences regarding the topics chosen" should be deleted, because
it is unnecessary. The activity will reveal differences anyway and it should not be assumed that the
differences will be based on nationality. It could pre-determine the approach of the participants.
Awareness The difference between the role of observer and witness. The importance of authenticity
when looking at images of countries other your own. That people from one country are not all the same.
Different perspectives on world issues. Attitudes Appreciating that people’s opinions depend on their
experience. Appreciating the power that some countries have to influence world opinion. Recognising

50
bias. Recognising the power of the media and how it reflects particular interests. Skills Research.
Analysis. Listening. Objectivity. Knowledge Politics. International relations.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate.
REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 15 ACTIVITY NUMBER 116 ACTIVITY NAME INTERVIEWING THE WORLD
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Rewrite as follows: Decide on a topic or theme that has international significance, e.g. world trade;
armaments; children’s rights; human rights; health. The topic may have moral dimensions but do not
choose a topic that focuses on personal morality. involve the group in constructing a questionnaire
that will help them to gather information about how people from different countries see the same
topic/theme and the issues around that topic/theme that they are most important to them. Ask them
to identify how they have formed their opinion of the same topic/issue and the different experiences
or information sources that have influenced them, then ask them if this gives them any ideas about the
kind of questions to ask. Ask them about how you might divide the question of "where a person stands"
in relation to a topic into different categories, e.g. what they know; how they know; what they think;
what they believe; what they feel; whose opinions they trust; which information sources they rely upon;
what action they would like see ... etc etc Explain about ethical and unethical research, how to devise
open-ended questions and how to avoid leading questions.
Divide the participants into groups of 5 to 8 people, each group being assigned a different country.
During a pre-established number of days, group members must interview as many people as possible
from the given country, taking care to make sure that they are from different social and economic back-
grounds -e.g. refugees; consuls; tourists; unemplyed and low paid workers; business people; profes-
sionals; children and young people; parents; elderly people etc. After the research has been completed
and collated, all the groups get together and present the results of their interviews. They should be
encouraged not only to prepare graphs or diagrams, but to quote extracts from some of the interviews,
say what they discovered from doing the work and what it has meant to them. After the presentations
have been made, ask the participants to say what key issues have been raised by the activity; if they
were surprised by anything; how they felt when they were doing it; how they feel now; if the work has
made any difference to their own views on the topic/theme.

Categories
· Other
· Drama
124
introducing new countries

Peace education area · International Education

· Intercultural Education

Time frame 4+ Hours; All day;

Equipment datas

Aim To learn as much as possible about a culture.

Instructions Activity to be done in 2 to 5 meetings.

First meeting: Divide participants into 4 groups.Each group choose a country, being 1 from Africa,
1 from Europe, 1 from Asia-Pacific, and 1 from the Americas.The idea is to study this country as deeply
as possible, learning also a song, a dance or a legend from it, together with some basic phrases in the
country’s language.
Following meetings: Each group makes a presentation on everything learned about the country cho-
sen (or makes a model including everything learned) and teaches the song, dance, legend and phrases
to the others.These presentations can be done in one meeting (for all groups), in two meetings (2 groups
per meeting), or in four meetings ( 1 group per meeting.)

51
 52

Comment from the Newcastle University:

ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purposes only if the instructions are modified
to prevent the activity becoming an exercise in cultural tourism. Culture should not be seen as food,
clothes, songs and dance - the "Saris Samosas and Steel Bands"(B. Troyna) approach. Nor should it be
seen purely as tradition, it is changing and developing all the time. The participants should not be asked
to represent anything about the country in a model, as this could lead to patronising or stereotypical
images. The emphasis should be on breadth and authenticity of information. Asking the participants
to perform and teach others in the group a song, dance etc from the country they have studied would
therefore be unacceptable. It would be better to show slides, play audio or video recordings. Awareness
The range and complexity of cultures across the world. The difficulty of finding reliable information.
How to identify authentic sources. Common factors uniting different nations and peoples. That coun-
tries and peoples a re not homogeneous. Attitudes Appreciation of the diversity within and between
nations and peoples. Recognising the differences and similarities between people from different coun-
tries. Recognising the ethnic relationship between people whose nationalities are different. Respect for
other cultures. Respecting the right of people to describe themselves. Skills Research. Communication.
Presentation. Sensitivity. Knowledge Global issues. Different countries. Geography.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 20 ACTIVITY NUMBER 144 ACTIVITY NAME Introducing New Countries
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Modify instructions as follows: Activity to be done in 2 to 5 meetings. First meeting: Divide par-
ticipants into 4 groups. Each group choose a country, being 1 from Africa, 1 from Europe, 1 from
Asia-Pacific, and 1 from the Americas. Their task is to seek out sources(including other CISV mem-
bers) of authentic information about the country and ask the group members where they think they
might find it. They should cover a number of features: Geography and landscape; natural resources;
main industry and commerce; form of government; key historical events; economy; key political issues;
relationship to other countries (e.g. allies, opponents, competitors); press/media; the different ethnic
groups that live there; the religion of the majority and the different religions that are practiced; educa-
tion system; the first language of the country and the different languages that are spoken there; popular
art, music and dance; traditional art music and dance; of the past and present; legends; some sayings
or proverbs in the country’s language.
They should then decide the best way of presenting the information they have collected. They
should identify what further research they would need to undertake to deal with their unanswered
questions.
Each group makes a presentation on everything they have learned about the country the chose, at
the same meeting or over a series of meetings. They can choose any medium and may teach the rest of
the group some of the sayings or proverbs they have learned.
After each presentation/set of presentations, the audience says what they have discovered about
their preconceptions of the country and how accurate they were; what issues that country shares with
their own and others. After all the presentations have been seen, the group says what sticks in their
mind from the experience of studying one country and from hearing about the others; how difficult
or easy it was to find the information they needed; how they knew it was authentic; if any of it was
conflicting; how the information made them feel about the country; what message they would like to
send to the people from that country.
Categories · Arts and Crafts

Peace education area · International Education

125 invent a species

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens

Instructions The year is 2425. The countries forests have almost disappeared. Most areas are steel
and concrete. There is no fresh and open water. Grass, trees and flowers are seldom seen. However a
species of bird does live in this environment. Design this bird.
Remember that its beak, feathers, wings, feet ect... must be adapted to this environment. Be pre-
pared to discuss your bird habits, how it acts, what it eats and where it lives. What is the major threat
to it’s survival? Use the same gidelines to design and discuss a 21st century mammal, fish reptile,
amphibian or plant.

Categories · Ice breaking

Peace education area · International Education

126 it’s obvious

· Intercultural Education

Time frame 0-1 Hour;

Instructions Break into groups of 4 or 5, sit in a small circle with your group. Focus on one person,
’A’. Have each person in the group look at ’A’ and start a sentence with ’It’s obvious that you...’. Make
sure it is something obvious, like an item of clothing - no inferences allowed at this stage. Do the same
for everyone in the group.
Start again, take a closer look and start a sentence with ’I see that you...’. This would be something
that you might not notice at first glance, but only on looking more closely. Go around the group again.
Start again with ’I imagine that you...’. Here you are allowed guesses, inferences, wild imaginings.
Check the guesses with the person, ’Is it right?’.
Discuss the experience in small groups. Join the large group for a round of ’I discovered...’.

Categories · Simulation

Peace education area · International Education

127
job and occupation

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens

53
 54

Instructions A ship full of passengers breaks away from its moorings during a storm. The crew were
on land so the passengers have to take over the ship. Which job would the children like most/least to
have?
JOB Most / Least
Barman
Captain
Cook
Deck-hand
Doctor
Engineer
Man at wheel
Cabin attendent
Musican in the orchestra
Purser (in charge of the money)
After the results are on the blackboard, the children can use them as a start to a wide-ranging
discussion of choice of occupation. How important is the status of a job? Is the status always closely
related to the amount of pay? Is it more important to have a job which really uses one’s own abilities
or one with good pay, good hours and working conditions? Do you know your own special abilities or
talents well enough to guide you in choosing a job or educating yourself for a particular job? If not, is
there anything you can do about it?
The differences in the choices between boys and girls can also be used for discussing sex roles in
society.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purposes if the instructions are amended. Not
really a simulation.
Awareness How personal expectations are influenced. The barriers to reaching personal potential.
Who and what give decides the status of work and workers. Inequality and discrimination. Attitudes
Valuing different kinds of work. A sense of self worth and self esteem. Challenging the way some
workers are perceived. Skills Self awareness. Knowledge Stratification of society
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions to read as follows: A ship full of passengers breaks away from its moorings
during a storm. The crew were on land so the passengers have to take over the ship. Which job would
the participants most/least like to have? Give each person a copy of the following list: Bar steward/ess
Cabin attendant Captain First mate Chief steward/ess Childcare worker Cleaner Cook Deck-hand Doc-
tor Engineer
REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 17 ACTIVITY NUMBER 127 ACTIVITY NAME JOB AND OCCUPATION Enter-
tainments manager Laundry worker Nurse Person at the wheel Photographer Musician in the orchestra
Purser (in charge of the money) Sports instructor Waiter/waitress
Ask individuals to think and decide by themselves, making a note of their thoughts on their piece
of paper as they go along. After about 10 minutes, get them into groups of 3-4 and ask them to spend
about 15 minutes telling one another about their decisions and how they reached them. At this point
they can change their decisions if they want, as long as their original choices can still be identified. Get
feedback from the small groups about the kinds of choices that were made, how people made them, if
they changed their minds during the discussion and if they did, what made them do it. Make a record
of the feedback on flip chart paper or a white/blackboard. Ask the group to say how they would sum-
marise the types of things that influenced people’s decisions. How much did it depend on the status the
job had? How much did it depend on the way other people would see and the job holder? What gives a
job its status of a job depend? Which factors are most important to a worker - uses their abilities/level of
pay/ working hours and conditions/working environment/safety/workmates/management? Did peo-
ple choose jobs from the list on the basis of what they thought they might be able to do, given the
chance, or did they choose them because it was interesting to imagine doing a job they might never
really be able to do? Where do we get our ideas about what we can and can’t do, what we should aim at?
How do we assess our own potential? What barriers are there for particular groups of people achieving
their personal potential? What factors affect people’s expectations of themselves and other people?
Optional Values Continuum exercise Ask the group to arrive at the rank order in which the jobs on
the list are placed in terms of how highly they are valued in present day society i.e. not how necessary
the group members believe they are, but the status they have. Ask them who decides on/influences the
order in which the jobs are ranked/ makes it that way. Have the names of the jobs written in large print
on A4 pieces of paper and pinned in rank order along one wall, from left to right - the highest ranking
on the far left. Now ask participants to stand where they think they would be placed/alongside the
job that would be considered suitable for them by the people whom they agreed previously had the
power to decide on the relative value of work in society. Ask the participants to look at where everyone
is standing and say what it tells them and how they feel about it. Now ask them to place themselves
where they would like to be and shout "stand still" after one minute. Ask them to look again at where
people are standing , then tell them they have one minute to place move to a different place if they like.
Stop them again and ask them to look at where people are standing. Repeat once more, then ask the
group to say what happened when they take whatever position they liked. Finally, ask the group to take
the job labels that are pinned on the wall and ask them to make a "diamond prioritization" diagram with
them on the floor, showing where they would place them in terms of importance. To close, get everyone
seated in a circle and ask each person what has come out the activity for them and how they feel now it
is over.

Categories · Name games

Peace education area · International Education

128 jump in

· Intercultural Education

Time frame 0-1 Hour;

Aim To get to know people and their names.

Instructions Everyone stands in a circle and one person begins by jumping into the circle, saying, for
example ’My name is George and I like dogs’. Everyone who likes dogs jumps forward into the circle.
The person who jumped in first get a turn to say, for example ’My name is Lucy and I have a purple
toothbrush’, ect...

Categories · Communication

Peace education area · International Education

129 keep 5

· Intercultural Education

Time frame 0-1 Hour;

Equipment pens; paper

Aim To become aware of the important words in our own language and share these with others.

55
Instructions Give each person a piece of paper and ask them to think of 5 words that if there wa only
5 words left in your language what would they be. Once people have their 5 words, they can make a
final copy on another piece of paper cut in the shape of a 5.
The words can then be discuss and people given a chance to to explain why they chose their words.

Categories · Drama

Peace education area · International Education

130 killer

· Intercultural Education

Time frame 0-1 Hour;

Summary This game can beplayed over a whole evening while doing other activites.

Instructions Everyone draws a piece of paper and on one of them is written ’Killer’. Everyone mingles
looking each other in the eye. The killer strikes with a wink. A few seconds later a dramatic death scene
takes place.
If someone thinks they know the identity of the killer they say ’I have an accustation’. This must be
seconded by another player. Then without confering, on the count of three they must point to the one
they think. If one or both of them are wrong they die instantly. If they are both right the killer must
confess.

Categories · Active/running

Peace education area · International Education

131
knights, roundheads and cavaliers

· Intercultural Education

Time frame 0-1 Hour;

Instructions Participants dance in couples as music plays. When it stops the couple have to go into
one of three positions.
1. Knights = the boy carries the girl on his shoulder
2. Roundheads = the boy carries the girl in his arms
3. Cavaliers = the girl rides on the back of the boy
As this happens there is a blindfolded person who calls out one of the tree positions after everyone
has got into their position. The group that is called out is the winner, and repeat with who is left until
their is one couple left.

Categories · Simulation

Peace education area · International Education

132 lapping it up

· Intercultural Education

Time frame 0-1 Hour;

Aim To demonsrate the interactiveness of an eccosystem.

56
 57

Instructions Have the participants sit in a closed circle so that each is sitting on the lap of the person
behind them. Label each student with the name of an eccosyatem element which is essential for the
survival of your endangered species. Include at least the four major elements. Label may be repeated
to include more than one participant.
When everyone is sitting comfortably, create a ’danger situation’ by eliminating one of the essential
ecosystem elements. The participants who hold that label must leave the circle, leaving the rest of the
ecosystem in a tangled heap.
Other method may also be used such as a human pyramid or simply holding hands and then placing
something on top of the joined hands. The idea is to create an environment where all participants are
important to the survival of the environment.
The exercise graphically demonstrates the interdependence of living things.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. This aims of this activity is concur with CISV educational purposes but it makes
exaggerated claims for itself. The tasks and arrangements are contrived to illustrate a point rather than
designed to reflect the way ecosystems are constructed/develop. It is not really a simulation because
participants are not given a dilemma to resolve nor are they taken through a process which allows
them to explore issues and make decisions which affect action and outcomes. It could be more effective
if modified, but it would still have limited educational potential.
It should be used as a warm up or ice breaker.
Awareness How difficult it is to maintain an organised system or structure when one of its integral
parts are removed. How it feels when one of the elements that hold an organised system or structure
together is removed. How each individual part of an organised system or structure is dependent upon
the rest, but has no control over the system as a whole. Attitudes
Skills
Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate.
REVIEW OF CISV ACTIVITIES DATABASE
Page number: 11 Activity number: 99
3. Likely adequacy and clarity of the instructions
To take into account of the comments in section 1 and to correct spelling and grammatical errors,
rewrite as follows:
" Have the participants sit in a closed circle so that each is sitting on the lap of the person behind
them. Label each student with the name of an ecosystem element which is essential for the survival
of a species, which will become endangered as the activity progresses. Include at least the four major
elements. Any Label may be repeated to include more than one participant. When everyone is sitting
comfortably, invent a ’dangerous/endangering situation’ by eliminating one of the essential ecosystem
elements. The participants who hold that label must leave the circle, leaving the rest of the ecosystem
to untangle itself and recreate an ordered circle, sitting on each other’s laps.
Other methods may also be used such as a human pyramid or simply holding hands and then plac-
ing something on top of the joined hands. The idea is to create an arrangement which requires all
participants to stay in place."
Requirements for preparation and debriefing Debrief as follows: How did it feel when the sys-
tem/structure was endangered? How did you cope? What real situations did it bring to mind? Are
there systems/structures that have been created for human beings that work in a similar way to the
arrangements you were placed in, and have similar results?
Categories · Trust games

Peace education area · International Education

133 lead and follow

· Intercultural Education

Time frame 0-1 Hour;

Summary This activity can be played either indoors or outdoors.

Instructions Divide the participants into groups of 5, select a leader to lead the other members of the
group who are blindfolded through various surroundings.
Remember to take this game seriously or it will lose it’s purpose.
Discuss how each of the participants felt in their different roles.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet CISV educational purposes if modified. Will meet its own purposes
and others.
Awareness How to make a person feel safe. How to build. The responsibility of taking the lead. The
importance of sharing information. New aspects of a familiar environment. Attitudes Understanding
what it is like to be "kept in the dark". Recognising how power can be used and misused. Recognis-
ing the interdependence of people who share the same disadvantage. Appreciating the importance of
having command of your environment. Skills Communication. Relationship building. Environmental
awareness. Knowledge The preconditions of trust. 2. Appropriateness of the age grouping, time frame
and number of participants Appropriate, provided the space used is big enough for the larger numbers.

3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing Rewrite to read as follows: Divide the participants into groups of 5, select someone in each
group to lead the other members, using the alphabetical order of the initial letters of participants’
surnames /by pulling pieces of paper out of a box, the one with a tick on it wins/picking straws (the
longest wins) Explain that the seeing leaders will guide the other members of their group who will be
blindfolded, on a walk around the immediate indoor/outdoor area. Instruct the leaders to pace the
walk and stop now and then, so that they can invite the rest of their group to follow the journey and
explore particular places on
REVIEW OF CISV ACTIVITIES DATABASE
Page number: 11 Activity number: 100
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing cont the way withtheir other senses. Tell the leaders that they must bring their group back to
the starting point within a set amount of time. Instruct the leaders that their task is important and they
have a serious responsibility to carry out. They must make sure that all the people in their care feel as
safe as possible and that they get pleasure from the walk. Everyone may speak during the walk.
After the walk, get each small groups seated in a circle, remove the blindfolds and allow a few
minutes for people to adjust their eyes to the light. Ask each group to discuss the experience among
themselves for 10-15 minutes:- What happened during the walk? What kind of things did the leaders
and the led notice during the walk? How each of the participants feel as they took part in the walk?
did they experience any particular discomfort or difficulties? How did they cope? How would they
describe their role during the walk? How would they describe the way people communicated with and
related to one another? When the small groups have finished thei discussion, bring them together as
a whole group and ask everyone what they got from the exprience; if it reminded them of any real
experiences or situations; the thoughts that are uppermist in their minds now; how they are feeling

58
now; can they think of any real life situations in which groups of people are expected to follow a leader
without knowing they are going or what it will be like?

Categories · Communication

Peace education area · International Education

134
letters to governments

· Intercultural Education

Time frame 1-2 Hours;

Equipment pens; paper

Aim To expose politicians to the fact that CISV exists and allow participants to express their ideas,
hopes and fears.

Instructions In a group discussion talk about similarities and differences in countries political stric-
tures. Discussion should also centre around what we want our governments to do or change.
Break into delegations. Each leader or delegates write down feelings and ideas. Sign the country
name.
Pass the sheet of paper to another countries delegation to add what they would like to say to that
government.
In the end each countries leader has a message from the 12 countries. The message is ready to be
mailed once the delegation arrives home.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purposes provided the instructions are improved.
Will meet its own aims.
Awareness Politics. Democratic processes. Injustice and how to challenge it. The importance of
speaking out.
REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 11 ACTIVITY NUMBER 102 3. Likely adequacy and clarity of the instructions
including requirements for preparation and debriefing cont
What is the international status of your government? Who are the governments allies? What are
the key events and issuesthat your government should address at home and abroad? What should the
government be doing to improve the quality of life for citizens of all ages?
Ask the small groups (if total number of participants is 15 or less, ask individuals) to write the
opening paragraph/s of a letter to the government of each person’s country/their country (their own
country), saying who they are, what needs to change, how it should change and explaining why it
matters to them. They sign and date the letter then pass it to another group(individual) who, after
reading the letter andgiving it some thought, add (adds)their own opinions about the same country,
signing and dating their own comments. This process continues until all the groups have read and
contributed to one another’s letters.
If there are more than 30 participants, let the people write their letters, either a) as individuals,
using the same content as above but constructing it differently, so that the final paragraphs take the
form of a petition which the other groups sign after reading and discussing what it says; or b) as a
group, to one government and passing it to another group for them to read, discuss and contribute to.
When all the letters/petitions are complete, ask the whole group what struck them about that activ-
ity; what kinds of issues did the letters have in common; what are their feelings about the way countries
are governed; what power do they think citizens have; what difference can letters make; how do they
feel about what they have done today; how will they follow it up.
Each group/person takes responsiblity for mailing one petition/letter once the delegation arrives
home.

59
 Attitudes Interest in international affairs. Commitment to change. Concern for human rights. Skills
Advocacy. Campaigning. Articulatingides. Knowledge Global issues Collective action.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate except
that where total numbers are involved exceed 30, the letters would need to contain group rather than
individual messages.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing For clarity and to correct spelling and grammatical errors, rewrite as folows: Ask the whole
group the question "What is the role of government?" Then divide particpants into groups of 3who may
be from different countries or the same country and ask them to discuss the following questions: Who
governs your country? How is the government chosen? How do citizens of all ages influence what the
government decides to do? How does the government inform citizens of all ages about its policies and
actions? How can citizens of all ages to express their opinions about what the governent is doing? Does
the government listen to the opinions of citizens?

Categories · Discussion

Peace education area · International Education

135
life worth living

· Intercultural Education

Time frame 1-2 Hours;

Aim To become aware of your own way of thinking and priorities.

Instructions What to do:

Have a brainstorm session about everything that makes life worth living, for example: flowers, food,
friends, love, etc...
Afterwards have a discussion to list things in order of priority.
Comment by the University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet CISV educational purposes and its own aims provided the in-
structions are expanded.
The use of the word "brainstorm" has been re-evaluated in recent years and is considered unac-
ceptable in some quarters because of its connotations for people with learning disabilities, who have
mental health problems or suffer from epilepsy. A number of alternatives have been suggested, includ-
ing - word windfall, word shower, word fall. Alternatively, omit the name for the activity and simply
ask people to say out loud the first thing that comes into their head without altering it and everything
that is said will be recorded, without comment.
Awareness Values clarification. Human needs identification. Understanding of common and differ-
ing attitudes to life. Attitudes Appreciating the importance of personal achievement. Appreciating the
importance of positive self image. Appreciating emotional as well as material needs. Skills Listening.
Empathy. Knowledge The hierarchy of human needs.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows:
Have a word windfall session where the whole group names all the things they can think of that
makes life worth living for them - do not give examples. Record everything that is said on a board or
flip chart paper displayed where everyone can see it clearly. Do not alter any of the words that have
been used.
Now ask them to form groups of 3 or 5 (depending on the overall numbers in the group). Give each
group a piece of flip chart paper and ask them to arrange - with the agreement of everyone in their group
- all the items in a"diamond prioritization" diagram. Get the small groups to explain their diagrams

60
and then ask everyone what happened and how they felt during their small group discussions; what
do the diagrams have in common and how are they different; would those priorities apply to people
everywhere; are there people who might have a different list and set of priorities. On another piece of
flip chart paper, ask the same small groups to list and prioritize the things they imagine would make
life worth living for a different group of people in particular places/circumstances. They may choose
any group of people they like. Ask the groups to explain what they have written to one another, then
ask the whole group about the differences and similarities between their presentations; the differences
and similarities between all of them and the previous flip charts; what happened and how they felt
when they did the second flip chart. Ask the group what helps and prevents people from having a life
that is worth living? When life does not seem worth living for a person, what keeps them going and
what would it take to change it for the better? Show the group the UN Declaration of Human Rights
and ask them how it relates to their flip charts.

Categories · Simulation

Peace education area · International Education

136 lifestyles

· Intercultural Education

Time frame 1-2 Hours;

Equipment NONE REQUIRED

Instructions - THINK OF THREE FAMILIES FROM VERY CULTURALLY DIFFERENT PARTS OF

THE WORLD, FOR INSTANCE; SWEDEN, JAPAN AND EGYPT.
- IF EACH OF THESE FAMILIES DECIDED TO HOST A STUDENT FROM YOUR COUNTRY,
WHAT STANDARDS OF BEHAVIOUR WOULD EACH EXPECT?
- IN OTHER WORDS, HOW DO THE ATTITIUDES OF THESE FAMILIES DIFFER IN REGARD TO
SUCH ISSUES AS RELIGION, POLITICS, HABITS OR RESPONSIBITITIES?
- WHAT ADJUSTMENTS WOULD THE STUDENTS HAVE TO MAKE TO LIVE WITH EACH OF
THESE FAMILIES.
Comment by the University Newcastle
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will not meet CISV educational purposes and could undermine them. The
activity focuses on families and seems to assume that their expectations of a foreign visitor, their at-
titudes to religion, politics, habits responsibilities can be predicted from their country of origin. It is
focuses on differences and not common factors, which encourages a sense of "strangeness" about peo-
ple from different countries. The activity is likely to result in superficial judgements about behaviour,
when the issue around visiting and staying with people whose culture may be different from yours, is
sensitivity.
The activity should be deleted from the database.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Warm-up

Peace education area · International Education

137 line up

· Intercultural Education

Time frame 0-1 Hour;

61
Instructions This game should be carried out in silence.
Tell the participants to line up according to height, with the shortest person at one end and the
tallest at the other end.
The activity can be varied many ways:
- Names in alphebetical order
- Date of birth
- Size of feet ect... .

Categories · Name games

Peace education area · International Education

138long name game

· Intercultural Education

Time frame 0-1 Hour;

Instructions All the participants say their names out loud so everyone can see who everyone is. Then
someone starts by saying their name, the next person then says the persons’ before name and then their
own name, so that the list of names gets longer and longer.
Whoever fails to remember all the names has to perform some task or the next person will just
continue.
Comment by the University of Newcastle
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Does not meet CISV educational purposes but is a reasonable warm up. It
may not help people to learn one another’s names.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that if the participants number more than 20, they should be divided into sep-
arate groups.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Rephrase the final sentence as follows: "If anyone fails to remember all names when it is their turn,
they can be asked to perform a task such as sing a song, do an impression of someone famous etc .
Alternatively, you can let the next person continue.
After the activity is finished, ask people what they enjoyed and did not enjoy about it; did it remind
them of anything else; did the activity help or get in the way of remembering names.

Categories · Active/running
· Communication
· Simulation
139
lunch treasure hunt

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper

Aim To illistrate how hard it is to obtain things that are not readily availible.

Summary Should be played just before a meal.

62
Instructions Numbers are written on squares of paper and hiden around the campsite. The numbers
correspond to items of food for a meal or utensils used to eat that food. The participants set off to try
find as many squares as they can.
After about 20-30 minutes of hunting the group is called back and they are showen what the num-
bers on the papers represent. The participants are then allowed to trade their squares of paper with
each other.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet some CISV educational purposes and its own aims, provided the
instructions are improved.
Awareness The elaborate processes that people must go through to feed themselves. How informa-
tion about what we eat is concealed from us. How remote most of us are from the sources of food we
eat.
Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate except
that with larger numbers, the debriefing would have to be done in separate, small groups.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Numbers are written on squares of paper and hidden around the
camp-site. The numbers correspond to items of food for a meal or utensils used to eat that food, but
participants are not told that. They are told that they must work for their lunch by hunting. They
must hunt in the grounds for square pieces of paper and collect as many as they can during the next
30 minutes. The participants set off to try find as many squares as they can. The group is called back
when time is up. They all show the leader what they have collected and the leader shows them what
the numbers on the papers represent - what they have got for lunch. The participants are then allowed
15 minutes during which to trade their squares of paper with each other if they wish.
When the time is up, the group goes inside and before they eat, they discuss what happened; how
it happened and who was responsible; what issues it has raised; if it was in any way realistic; if it
resembled the things people have to do to feed themselves; how they felt when they were hunting; how
they felt when they found out what they had got; how they felt during the trading; how they feel now.

Categories · Arts and Crafts

Peace education area · International Education

140
magazine collage

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens; other: (magazines)

Instructions Leaf through a magazine or newspaper and cut out titles, pictures, words, advertisments
ect... that portray you in some way such as:
- The important things in your world
- The concerns in your life at present
- Your hopes and dreams for the world ect...
Then paste the cut outs on a sheet of paper, and add colour, design your own words with markers
and paint.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will meet CISV educational purposes provided it is slightly amended and properly debriefed.

63
 Awareness Visual arts. Personal priorities. Personal principles. Global issues. The power of images.
Attitudes Self advocacy. Advocacy for others. Skills Creativity. Expressing feelings. Knowledge Self
awareness.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions to read as follows: Leaf through some magazines and newspapers and cut out
titles, pictures, words, advertisements etc... that you can use together to express your ideas and feelings
about your life and the lives of people in general: The important things in your world The concerns in
your life at present Your hopes and dreams for the world etc... Then paste the cut outs on a sheet of
paper in a way that helps to convey an overall idea. You can add colour, design your own words with
markers and paint. Give your picture a title.
When the collages are finished, have an exhibition and let everyone take their time looking at all the
pictures. After the exhibition, ask the participants to say what they discovered when they made their
collage and if they enjoyed making it. Then ask each of them/small groups of them to write a short
review of the exhibition which says what the whole exhibition meant to them; the
pictures the common and differing ideas in the collages; if the pictures raised things that they had
not thought of themselves; what the exhibition said about young people in today’s world; the key issues
that the exhibition raised for them; the people they wish had seen/would most like to take to the
exhibition. The reviews could be published in a brochure with photographs of the collages.

Categories · Active/running
· Communication 141 magnetic fields

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (sticks, poles, string)

Aim To get the whole group cooperating with each other.

Summary The sticks or planks of wood must be strong enough to carry a person.

Instructions Make a square by placing four poles in the ground, and then tieing the string around
each pole at about cheast height. Place the two sticks or planks of wood inside the square. The square
is the magnetic field, and all the participants begin inside the magnetic field.
The objective of the participants is to get out of the magnetic field, without touching the magnetic
field. If they touch the string or go under the string they are touching the magnetic field which is not
allowed. The sticks can however touch the magnetic field. If someone touches the magnetic field all the
people who have got out, must go back inside the square and the game starts over again.
The participants are supposed to work out for themselves a way by which they can work together to
get everyone out of the square. For example, the first person can be lifted over the string and now the
participants can hold the plank of wood up, so that people can climb over the string. The last person
can get out by all the people on the outside holding the plank of wood across a corner so the last person
can step over the string.
VARIATIONS:
- You could allow the participants to touch the string three times before they have to start over.
- You could ’punish’ the person who touches the magnetic field field by putting tape on their mouth
so they have to remain silent.

64
 Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet some CISV educational purposes, and will meet its own, provided
it is introduced and debriefed properly.
Alter the "punishment" element to a penalty of some kind, and definitely do not tape anyone’s
mouth.
Awareness How to work as a team. Supporting others. Working together to overcome barriers. The
pressure of goal centred activities. Attitudes Listening to everyone’s ideas. Experimentation. Appreci-
ating the value of collective decisions. Recognising scapegoating. Skills Problem solving. Team-work.
Knowledge Logistics Group dynamics
2. Appropriateness of the age grouping, time frame and number of participants Appropriate, except
that with numbers above 30, it may be necessary to divide participants into two separate groups.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Introduce by saying that this is a problem solving activity, but it is not a test or competition of any
kind. Give the participants a time limit.
Debrief as follows: What happened during the activity. What were the different kinds of solution
that were tried. Did any members of the group take on a particular role. Were everyone’s ideas given
equal weight. How did the time limit affect the decision making. How did you reach decisions. What
did you do when an idea failed or went wrong. How did people treat one another. How did it feel
taking part. How do you feel now. Did it remind you of any other situations.

Categories · Communication
· Warm-up 142 make a shape

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Aim To cooperste as a group.

Instructions The participants hold hands and form a circle. The task is then to form different shapes
with their eyes closed.
A good way is initially to get the participants in a line holding on to a string/rope at equal intervals.
Tell the participants to close their eyes and form the shape. When they are happy with their effort tell
them to lay the string/rope on the ground and open their eyes to see the shape of the rope.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Can meet some CISV purposes if debriefed properly. Will meet its own aims.
Awareness "The whole can be greater than the sum of its parts" The value of acting collectively. The
creative potential of groups. Attitudes Respect for everyone’s contributions. Appreciating what can be
achieved by joint effort. Skills Visualisation. communication. Creativity. Decision making. Problem
solving. Negotiation. Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate, except that if the group exceeds 40, the debrief will need to be done in two sub groups.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
The leader should be aware of any participants who are partially sighted or visually impaired in any
way. This will not preclude them from the activity, but it will mean that the leader needs to say at the
outset, that some people may already know what it is like not to be able to see properly because they
have or still do suffer from visual impairment. This means that they will have valuable experience to

65
contribute to the activity, but if they would prefer help lead the activity and debrief rather than take
part, they work alongside the leader. Stress that the activity is not about learning what it like to be
blind. It is about communication and cooperation.
Are the participants allowed to speak every time they make a shape? Debrief as follows: What
happened during that activity. Where/how did you get the ideas for the shapes. How did you decide
what shapes to create. What were the shapes like. Did they turn out the way you expected/wanted.
How did you feel while you were trying to form the shapes. How did you feel when you saw them. Did
it remind you of any other experiences. What issues have been raised by the activity.

Categories · Communication

Peace education area · International Education

143
making a machine

· Intercultural Education

Time frame 0-1 Hour;

Aim To illustrate how to communicate with each other without speaking.

Instructions Divide participants into groups and give them a piece of machinary to act out. They
have to come together and act out parts of the machine and the other participants have to guess what it
is. They can not speak at all while they do this. Machine examples, blender, TV, dryer ect...
Some recommended questions for evaluation:
- How did you work together?
- Was it difficult without speaking?
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Does not really meet any CISV purposes, but is an effective warm up and team-work exercise.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing
Replace the word "evaluation" with feedback.
Do not focus the activity on "how" people worked together because it sounds as if you are asking
how well they worked together, which would be inappropriate for this activity. Ask instead what it was
like working together/how it felt working together or during the activity.

Categories · Ice breaking

Peace education area · International Education

144 marriage

· Intercultural Education

Time frame 0-1 Hour;

Instructions Participants sit down in pairs and talk to each other for 5 minutes to find out as muchas
possible about each other. Then they write four questions they would liked to be asked about them-
selves, that their partner would know. The group regathers, collects all the questions and places them
in the middle. Each couple then pulls out four questions and attempts to answer them. The winner
knows the most answers.
Comments from Newcastle University

66
 67

ASSESSMENT
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Could meet CISV educational purposes if the instructions are modified.
Remove the instruction "The winner knows the most answers". It is too judgemental and therefore
inappropriate for this kind of personal identity and relationship building activity.
This is much more than an ice-breaking activity and should be given the appropriate care and at-
tention. The activity touches on self esteem and self concept, and should not be reduced to a memory
test or "getting to know you" task.
Awareness Different backgrounds and origins of people in the group. The diversity of things about
other human beings that interest different people. The things that individuals feel are important about
themselves. How people like to be known and seen by others. Appropriate self disclosure. Confiden-
tiality issues. Recognising the importance of being understood by other people. How people can be
misrepresented. Attitudes Appreciating diversity. Appropriate interest in other people. Recognising
the importance of being able to influence and respond to the way you are described by other people.
Appreciating the importance of self-representation. Recognising stereotypes and tokenism. Skills Lis-
tening. Constructive feedback. Genuineness. Knowledge Ethnic and cultural diversity. Personal and
interpersonal awareness. Self concept and personal identity issues.
2. Appropriateness of the age grouping, time frame and number of participants
Not appropriate for groups of more than 20 people. 3. Likely adequacy and clarity of the instruc-
tions including requirements for preparation and debriefing and correctness of English
Modify and expand the nstructions as follows: Participants are organised in pairs of their own
choosing and find a private space in the room where they can’t be overheard. They are asked to talk to
each other for 15 minutes to ask questions that will help them to find out as much as possible about
their partner. Interrupt them when the 10 minutes is up and tell them that they will be relying on the
information they have been given in the next part of the activity. Ask them to check with one another if
there is anything they have shared which they do not want repeated to the whole group. Now ask each
person is asked to write down four questions they should be asked about themselves if people want
to know the most important things about who they are, without showing them to their partner. The
leader collects all the questions and brings the group together in a big circle. The questions are placed
in a heap in the middle of the circle.
The pieces of paper are picked one at a time by each person in turn, moving round the circle from
the left of the leaders seat. The questions on each piece of paper are put to one person in the group,
working around the circle from the right of the leader’s seat. The person applies the questions to the
person who was their original partner, and tries to answer them. They are free to say when they cannot
or can only partly answer a question on the basis of the information the got from their conversation with
their partner, or when they feel able to make an intuitive guess. They are reminded that they should be
as sensitive as possible and that it is OK - even appropriate - to be hesitant about their answers. Stress
that it is not a test of memory. The group leader asks their original partner how they feel about what
has been said and asks the person giving the answers how they felt about them. The rest of the group
do not comment and no-one says points out at this stage when their particular questions are used.
When all the questions have been used ask the participants what happened and how it felt to re-
ply to the questions and hear themselves described when they were answered; what difference did it
make if they were not asked the questions they wrote down for themselves; what differences and sim-
ilarities were there between the types of questions on the pieces of paper; what differences were there
between the questions people asked each other during the conversations in pairs and the questions
people wanted to have asked; how easy is it describe another person; what difference does it make if
they are present when you describe them; are there real situations when people see or hear other peo-
ple describing them - if so, what are the results; how often are people are described in their absence -
what are the results; what issues have been raised by the activity. Close with four rounds where each
participant completes the same sentence:- The way I feel about what happened in that activity is ... The
way I feel about myself now is... I wonder if the group thinks I ... A positive thing I’d like to say about
my original partner is ... The most important things that the group need to know about me are ...
 Tell participants that if there is anything on their mind after the group disperses, they can talk to
you privately about it.

Categories · Quiz games

Peace education area · International Education

145 memory

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (15 different items)

Instructions The leader places 15 item out for everyone to view them for about 3 minutes, then the
items are covered. The participants then have to write down what they remember of the 15 items. This
can also be done in teams to see if the team works together to remember the objects or as agroup of
induviduals.
VARIATION:
The items can be put in an opaque bag and the participants can use their hands to try workout what
is in the bag.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet some CISV educational purposes if objects from different countries
are selected and/or if they are somehow related to the one theme, issue, or type of activity. This is really
more of a concentration than quiz activity.
Awareness What we notice about the things we see. The things that help us to remember what we
see. What happens when an object is taken out of context. The relationship between different objects
Attitudes Recognising what captures our attention and interest and what we miss as a result. Skills
Concentration. Observation Knowledge International. Inter-cultural.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that if more than 20 people are involve, the participants would need to be
divided into two separate groups.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Modify instructions as follows: The leader places 15 items from different parts of the world (perhaps
connected with the same issue, type of activity, theme etc) and place them in full view of the group
where everyone can see them clearly. Allow participants to look at them for about 3 minutes, then the
items are covered. If there are partially sighted/visually impaired people in the group, divide the group
into pairs and ask one person to keep their eyes closed while the other whisper to them the description
of the objects that are in front of them. The participants/pairs then have to record what they remember
of the 15 items.
This can also be done in teams where everyone works together to remember the objects or combines
all the records made by the individuals/pairs who are members of the team.
VARIATION: The items can be put in an opaque bag and the participants can use their hands to try
to work out what is in the bag.
When the individuals/pairs/teams have given feedback on what they remembered, ask them how
they remembered it; the kinds of things that stuck in their minds, what made it difficult or easy to
remember the objects in the time allowed; what queries they had about the objects; if they thought the
objects had anything in common; how they decided between them what the 15 objects were; if any of
the objects meant something to them; if familiar objects seemed different because of the task; what it
was like taking part in the activity; did it remind them of any other experiences.

68
 Show the participants the objects and let them pick them up and talk about them informally and
find out where they are from, what they are for. Let participants use their own knowledge and experi-
ence to answer one another’s questions, as and when it is possible and appropriate.

Categories · Communication

Peace education area · International Education

146 message game

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To make someone feel special!!!

Summary This is best if the group has spent some time together.

Instructions Sit in a circle so everyone can see each other faces. Each person should receive a piece of
paper for each person there is in the circle. Write a special message to a person in the circle, fold it up
and write their name on the outside. Pass it round the circle until it reaches it’s destination.
Comments of University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Does not meet CISV educational aims but is a good farewell or positive reinforcement activity. It should
give more guidance about the type of message or it may have unfortunate results.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
If everyone is to get a message from everyone else without the activity becoming tedious or mean-
ingless, the numbers should be kept to a maximum of 20.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Expand the instructions as follows: Sit in a circle so everyone can see each other faces. Each person
should receive a piece of paper for each person there is in the circle. They write a special message of
farewell/encouragement/support/recognition to one person in the circle at a time, then fold it up and
write their name on the outside. It is then passed round the circle until it reaches it’s destination, while
they get on with the next message.
Everyone reads their messages when the writing has stopped. They are invited to say if any of them
surprised them in any way and how the massages make them feel.

Categories · Other

Peace education area · International Education

147
mini world camp

· Intercultural Education

Time frame Other;

Summary Try to involve the parents and get them to help during preparation. If you have many
immigrants in your city/region/country, it is important not to neglect the opportunity of holding ’in-
ternational’ CISV camps at local level. Your

69
Instructions Participants: - 11-13 year old immigrant children from different countries.
- Same number of 11-13 year old non-immigrant children.A good idea is to pick the non-immigrant
children from among those who applied for a place at a CISV village and had not been chosen.
- 6-8 JC’s aged 15-16, so that you use the mini-camp as training before they go as JC’s.If possible try
to get immigrants as JC’s too.
- 4-6 adults as staff (adult leaders, if needed). Good for training future leaders.
Program: Same as in a village; easier to find educational activities as there is normally no language
problem.You may choose an educational topic to be worked out during the whole camp.
Preparation: - Previous planning should be carefully done, similar to that of Villages or Summer
Camps, pre-camps, insurance, national nights etc.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will fulfil CISV educational purposes.
Awareness Different ethnic and cultural backgrounds of other young people in the area. The con-
tribution that different ethnic and cultural groups make to the community. The things that different
cultural and ethnic groups have in common. What makes each person unique. Attitudes Appreciat-
ing the gifts of diversity. Recognising that differences are positive. Re-defining and appreciating your
own ethnicity and culture. Skills Communication. Relationship building. Interpersonal and social.
Knowledge Cross -cultural communication. The multi-ethnicity of the area.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend the instructions as below: If you have immigrant communities in your city/region/country
it is important not to neglect the opportunity of holding international CISV camps at a local level. Your
chapter will find its own method of contacting the children from families that have immigrated to the
country (the parents may have immigrated but the children could have been born in the country):-
through schools, contacts with teachers, different immigrant associations; race equality councils, or
local authority departments/projects dealing with immigrants. Allow ample time to establish contact
and handle it sensitively, so that groups with whom you have had no previous contact do not feel
patronised.
Participants and leaders: 11-13 year old children whose families immigrated from different coun-
tries. Same number of 11-13 year old children whose families were not immigrants. REVIEW OF CISV
ACTIVITIES DATABASE Page number: 15 Activity number: 117 Activity name: Mini World Camp
It is a good idea to pick the children whose families were not immigrants from among those who
applied for a place at a CISV village and had not been chosen. 6-8 JC’s aged 15-16, so that you use the
mini-camp as training before they go as JC’s. If possible try to get children whose families immigrated
from different countries as JC’s too. 4-6 adults as staff (adult leaders, if needed).
Programme: Same as in a village; it may be easier to find educational activities as there may be no
language barriers, but signers and interpreters should be on hand for the camp. You may choose an
educational topic to be worked out during the whole camp.
Preparation: Previous planning should be carefully done, similar to that of Villages or Summer
Camps, pre-camps, insurance, national nights etc.

Categories · Ice breaking

Peace education area · International Education

148 mirror sound

· Intercultural Education

Time frame 0-1 Hour;

70
Instructions Couples face each other. Person 1 (the initiator) makes a sound and Person 2 ’mirrors’
(copies) the sound. When change is called out, rioles are reversed. Person 2 becomes the initiator and
vice versa. Changeovers must be made with no stop in the flow of sound.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes but could be a good ice-breaking activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking participants to talk in pairs about what it was like and how it felt to be involved
in the activity.

Categories · Drama

Peace education area · International Education

149 mr & mrs smith

· Intercultural Education

Time frame 0-1 Hour;

Instructions Two people are in front of a blanket, and two are behind it. The ones behind the blanket
stick their hands through it so only their arms are showing, and these become the arms of the people
in front of them. The four people now have to act out a situation. For example getting ready to go out
(brushing their teeth is a good one).
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes, but is an effective warm up and co-operation activity.
It would be advisable to re-name the activity so that it is not so Eurocentric or related to married
couples, e.g. "A second pair of hands".
If there are physically disabled participants in the group, do not use this activity.
It should be remembered that some young people may not be comfortable having the close physical
contact with another individual which can be required by this activity. It may be worth putting two
chairs back to back, having the person whose arms will not be used seated in the normal way on one
chair, with the one whose arms will be used seated astride the other chair, their chest against its back.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Who decides which activity will be acted out?

Categories · Quiz games

Peace education area · International Education

150
multicultural scavenger hunt

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens; other (list of things to find).

71
Aim To find out more about the culture in your community.

Summary Best done in a cultural area of town or city.

Instructions One person goes out and cheaks the area to be explored, and thinks of interesting thing
to find. For example, the person looking could go to differnt shops and ask people to find what is spice
338 or ask people to name a foreign vegetable. the things chosen to be found should be of some interest
and perhaps (but not necessary) educational. They should be a cross section of different things that
hopefully help people learn more about that culture.
Some recommended questions for evaluation:
- Did you learn any new/interesting things about a culture?
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not fulfil CISV educational purposes or its own aims as it stands. The activity is far too loosely
described and leaves too much scope for tokenism and cultural tourism.
What is a "cultural area of town or city"? This statement reveals some of the misconceptions about
cultural diversity and how people come to understand it, that underpin the activity. Presumably, the
leader is meant to identify an area where there is a high proportion of people of minority ethnic origin,
or an area which has a high concentration of shops etc where the products used by people of minority
ethnic origin are sold, as the site for the scavenger hunt.
The activity should be deleted from the database until it can be reconstructed.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Arts and Crafts

Peace education area · International Education

151 music painting

· Intercultural Education

Time frame 0-1 Hour;

Equipment pens; paper; other (music of different varieties)

Instructions The walls of a room are filled with big papers. The players (all blindfolded) take their
position standing in front of the wall having enough space to move freely. Different styles of music are
selected (From house to New Age/ From hard rock to classical) and are played one after the other. The
music can be played for any period of time, but try to change the variety of music every minute or so.
The players are given coloured pens, pencils, paint to express what they feel when they hear the
different kinds of music.
There are no resitictions of space, materials, body movement on this expression of ’how does it feel
to listen intensly to music’.
At the end everybody takes their blindfold off and looks at his/her work of ’art’. People can question
others about their ’art’ and talk about how they felt.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes unless a wide range of popular music from different cul-
tures is included, e.g. Bangra; African music; Indian film scores; Reggae etc etc. and the instructions
are more detailed and elaborate.

72
 The interpretation of the music will be very limited unless a greater variety of drawing and painting
media than are described under the heading "Material Needed"are explored before the activity begins,
then supplied to each participant.
Awareness The emotive qualities of different types of music. The way that music reflects the pur-
pose for which it has been composed and used. Diversity of musical forms in different cultures. The
differences and similarities in popular music from different cultures. Cross-cultural influences on the
development of popular music. Attitudes Appreciating the different qualities of music from cultures
other than your own. Dispelling myths about cultural supremacy. Skills Listening. Visualisation. Inter-
pretation. Using different media. Knowledge Different forms of artistic expression. Use of line, colour
and shape to communicate emotion. Art forms in different cultures.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate except
that in groups of more than 30, the participants should be sub-divided into two separate groups, each
with its own leader.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
It is pointless having different colours if the participants are blindfolded, unless there is some way
in which either the size of the paint container, shape or texture of the implement relates to its colour,
or some other means of tactile identification is used. The stroke, size, weight etc of mark made by
the implement is as important as its colour. This is not only essential in terms of use of the medium
to express feelings, it can also give insight into the styles of drawing and painting used in different
cultures.
How will participants tell which pictures are about which pieces of music - surely the most impor-
tant aspect of this activity?
The debrief is inadequate and does not focus on the most significant elements of the experience so
far as CISV educational purposes or artistic appreciation are concerned."filled with big papers"/covered
with big sheets of paper/covered with frieze paper

Categories · Active/running

Peace education area · International Education

152 musical chairs

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (one chair for each participant, music)

Instructions Place the chairs in two rows back to back. Remove one chair. Start the music. As long as
the music plays the participants walk around the rows of chairs. When the music stops everyone must
find a chair to sit on - no feet on the ground.
Before the music starts again remove one (or more) chair. Continue until there are two people left
and only one chair.
VARIATION:
The chairs are in a circle with everyone sitting down except for one person in the middle. There is
one vacant chair. The person in the middle has to try sit down on the vacant chair but the person sitting
to the right of that chair moves into it and then in turn the next person moves into the new empty chair
ect... . If the person in the middle does sit down, the person who was sopposed to fill the empty chair
then becomes the one in the middle.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes but could be a useful warm-up or energising activity.
Awareness Attitudes Skills Knowledge

73
 2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that it may be less effective with larger numbers.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Place sufficient chairs for everyone in the group in two rows, back
to back. Remove one chair. Start the music. While the music plays the participants walk around the
rows of chairs. When the music stops everyone must find a chair to sit on without putting their feet
on the ground. Before the music starts again remove one chair or more. Continue until there are two
people left and only one chair.
VARIATION: The chairs are in a circle with everyone sitting down except for one person in the
middle. There is one vacant chair. The person in the middle has to try sit down on the vacant chair but
the person sitting to the right of that chair moves into it and then in turn the next person moves into
the new empty chair etc... . If the person in the middle does sit down, the person who was supposed to
fill the empty chair then becomes the one in the middle.
At the end of the activity, ask everyone what they enjoyed and did not enjoy about it.

Categories · Name games

Peace education area · International Education

153 name bingo

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To learn little things about people and their names.

Instructions Each participant receives a piece of ’bingo’ paper, (a grid of empty squares). The partic-
ipants then have a short period to fill the squares with the names of others and also a fact about each
person they put in a sqaure. When all the squares are full of names and decriptions the ’bingo’ starts.
In a hat all the names of the participants are written on pieces of paper. Someone picks out a paper
from the hat and reads out the name. As soon as one of the participants has crossed off a vertical or
horizontal line they scream ’BINGO’ and reads the names and the discriptions of that ’bingo’ line. This
way the whole group will hear more about each other.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet some CISV educational purposes, provided it is introduced and debriefed properly. Will
meet its own aims.
Awareness Diversity of backgrounds/ experience/interests in the group. What it feels like to be
overlooked/left out. Attitudes Genuine Interest in other people. Skills Listening. Sensitivity. Knowl-
edge People they can relate to/identify with in the group.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that with a large group, several individuals may never be mentioned during
the bingo game and if there are a number of rounds to the game, other people’s names may crop up
repeatedly.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Each participant receives a piece of ’bingo’ paper, (a grid of empty
squares). The participants then have a short period to circulate and fill the squares with the names
of other people in the group, alongside a single piece of information about each person they put in a
square. The information should be about where they live/where they were born, an important date in

74
their lives/calendar, something they enjoy doing/ hearing/reading/watching/making etc. When all the
squares are full of names and descriptions the ’bingo’ starts.
All the names of the participants are written on pieces of paper and put in a hat, bag or box. Some-
one is the caller and picks out the slips of paper from the hat one at a time and reads out the name.
Each time a name is read the participants who have that name on their grid, cross it off. As soon as one
of the participants has crossed off a vertical or horizontal line they scream ’BINGO’ and read the names
and the descriptions of that ’bingo’ line. This way the whole group will hear more about each other.
After the Bingo game/several bingo games are over, ask the participants what they have REVIEW
OF CISV ACTIVITIES DATABASE
PAGE NUMBER 24 ACTIVITY NUMBER 173 ACTIVITY NAME NAME BINGO
discovered from that activity; if they had some of the same people on their grid, was the information
read out by the person who shouted "Bingo!" the same as the information they had; how they felt when
their name was read out by the bingo caller; how they felt when the person who shouted "Bingo!"
read the information they had given them; how the person shouting "Bingo!" felt when they read out
information about other people; was anyone close to calling bingo; which names in their line/s were
they waiting for and what information did they have about them; is there anyone in the group we have
not mentioned during the bingo game or the debriefing; how did those people feel; does that remind
participants of any other experiences; what issues have been highlighted by the activity.

Categories
· Other
· Ice breaking
154 name six

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group sits in a circle with one person in the middle, ’A’. ’A’ closes his/her eyes and
an object is passed around quickly around the circle until ’A’ says Stop. Whoever has the object is ’B’.
’A’ then gives ’B’ a letter, such as P. The object is passed around again and ’B’ must think of 6 nouns that
begin with P before the object comes back around to ’B’. If ’B’ fails to do this he/she goes to the middle,
otherwise ’A’ stays there and the game begins again.
VARIATION: (To be used as an ice breaker)
The person in the middle can ask questions which have to be answered with a certain number of
answers. eg: ’Things you are good at’; ’Things you dislike’; Jobs you have had’; ’places you have seen’
ect... .
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Unlikely to meet any CISV educational purposes but could be a good ice-breaker.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that if numbers exceed 40, the participants should be divided into two separate
groups, each with its own leader.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: The group sits in a circle with one person in the middle, ’A’. ’A’ closes
his/her eyes and an object is passed around quickly around the circle until ’A’ says Stop. ’A’ then opens
their eyes and chooses a letter ( e.g. P) for whoever has the object - ’B’. The object is passed around
again and ’B’ must think of 6 nouns that begin with P before the object has worked its way round the
circle and back to them. If ’B’ fails to do this he/she goes to the middle, otherwise ’A’ stays there and
the game begins again.

75
 VARIATION: (To be used as an ice breaker) The person in the middle can ask questions which have
to which the b has to give 6 answers e.g. 6 Things you are good at’; 6 Things you dislike; 6 Jobs you have
had; 6 places you have seen; etc... . At the close of the activity, ask the participants what they enjoyed
and did not enjoy about it.

Categories · Drama

Peace education area · International Education

155 nature walk

· Intercultural Education

Time frame 0-1 Hour;

Aim To bring out improvisation talent, and bond a group.

Instructions A tour guide (leader) leads a line of people, pretending they are walking through a
museum. The first person in the line (leader) points to an object, then to a person in the line who must
explain the object as a museum tour guide - don’t be serious!. Everyone then walks past the speaker
who joins the end of the line. Meanwhile, the leader points at other objects and ’tour guides’.
On the way back, once people have seen the trail, it may be possible to do a trust walk by stringing
a rope between the trees and having everyone follow it, eyes closed.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Could meet some CISV educational purposes, provided the instructions are amended and extended.
Will meet its own aims, but observation and interpretation issues could be more significant. The activ-
ity would be more properly described as a communication exercise.
Awareness The natural, built or working environment in which the CISV event is taking place. The
different ways in which people interpret the environment. Attitudes Willingness to see ordinary or
familiar objects afresh. Interest in the different ways in which the environment can be perceived. Skills
Creativity. Observation. Communication. Interpretation. Knowledge Descriptive language.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Introduce the activity by asking participants to talk about the dif-
ferent kinds of museums that exist and the kinds of things they explain to us; the sorts of things they
highlight about the items on display; the different ways that museums invite us to look at things; the
ways in which items are categorised in museums; museums they have visited and what they have dis-
covered from their visits.
Now ask them to imagine that the whole environment (the outdoor and/or indoor area where the
group is based for their CISV event) is a museum. The leader will be the tour guide but each of them
will be asked to help by describing one object. Tell the participants that they will be led around the
environment in a line with the leader/tour guide at its head. The ’guide’ will point to an object, then
choose a person in the line who must describe the object as if they were a museum tour guide. Explain
to the participants that the descriptions need not be taken too seriously, i.e. they can - and in all
likelihood will in many cases - be amusing. Ask the participants to decide which kind of museum best
suits the object they are allocated, e.g. historical; scientific; anthropological; technological; creative
arts; media etc and what kind of description the museum might provide. When the chosen participant
has described the object they were allocated, the rest of the group then files past them so that they go
to the rear of the line.
Meanwhile, the leader points at other objects and chooses other participants to be ’tour guides’. On
the way back, once people have seen the trail, it may be possible to do a trust walk by stringing a rope
between the trees and having everyone follow it, eyes closed.

76
 After the activity is over, ask the participants what happened; how did they feel when they were
chosen to be the tour guide; what aspects of the object did they focus on and how did they choose which
kind of museum it should be in; were they surprised by any of the descriptions; was there anything they
particularly enjoyed about other people’s descriptions; were the descriptions plausible; what did they
discover from the activity.

Categories · Communication
· Simulation 156neighbour game

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Aim To experience the world as a global village.

Summary Improvements in transportation and communication have shortened the distances between
countries and people. The world today is like a global village. Given this new reality, how far doas our
’good neighbour’ policy extend, and how do we deal with issues o

Instructions Divide the participants into small groups. Give them in turn the five senarios below.
Allow a short discussion period on each item and then a feed back statement from one member of each
group. Allow no general discussion at this point. Repeat for each of the five scenarios, and then open
for general discussion.
Scenario One:
A hungry man comes to your door and asks for some food. Would you give him some?
Scenario Two:
A hungry man, his wife and two children come to your door and ask for food and a place to stay for
a short while. What would you do?
Scenario Three:
You have given the family food and shelter - but they have not left. They have no where else to go
and do not know when their situation might improve. What would you do now?
Scenario Four:
Three more families arrive in a similiar situation. They require help but you have fewer resources
to continue giving assistance. What do you do now?
Scenario Five:
Your home and yard are now full of people relying on your help. What solution do you have to this
growing problem?
LEARNING OBJECTIVES:
Participants should be able to:
- understand the ’global village’ metaphor.
- discuss some causes of and solutions to problems of poverty and inequality.
- understand and articulate the difference between charity, relief and development,
Charity: ’...love for one’s fellow human beings, a giving of help to those in need.’
Relief: ’...aid, especially by a public agency, to the needy.’
Development: ’...to make fuller, better, stroger.’
Give a man a fish and he will eat for a day;
Teach a man how to fish and he will eat for a lifetime.
Bishop Camara
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.

77
 Unlikely to meet CISV educational purposes as it stands and could undermine them. It should be
reconstructed so that the issues of different kinds of aid and the origins of the needs they are meant to
meet, are appropriately revealed.
The activity is not really a simulation, but it would perhaps be better if it were.
There are some fallacies in the comments/basic premise upon which the design of the activity is
based: e.g. Do all people have access the "transportation and communication" described in the com-
ments? The global village metaphor would be better illustrated through an activity which demonstrates
the various ways in which countries and people’s are becoming increasingly interdependent without
having control over the conditions or systems within which they all exist.
The activity is also unlikely to meet its own aims unless the instructions are radically modified
so that the choices/decisions available to participants do not revolve entirely around individual acts
of charity, thus restricting the learning potential of the activity. It would also be unfortunate if the
activity were to lead to a crude analogy with immigration. This could actually reinforce the idea that
immigrants take resources from the indigenous population.
This activity should be deleted from the database until it has been rewritten.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Name games

Peace education area · International Education

157newpaper game

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper

Summary Sometimes participants are forgotten, try to include everyone.

Instructions The participants sit in a circle and everyone says their name out loud (so people can
put names to faces). One person stands in the middle with a folded newspaper. Someone in the circle
begins by saying a name of another person in the circle, eg: Claire. The person with the newspaper
must now try find Claire and hit her gently on the knees before Claire is able to say the name of another
person in the circle. If Claire doesn’t manage to say the name in time she has to take over the role with
the newspaper.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes but could be a useful warm up, provided that participants
do not feel that it is a memory test.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Guidance needed re the comment - "Sometimes participants are forgotten, try to include everyone".
How should this be done? e.g. Suggest that participants try to choose someone whose name has not
been called out yet.
How does the leader choose the person in the circle who calls out the name?
Debrief by asking participants what they enjoyed and did not enjoy about the activity.
"now try find Claire and hit her gently"/now try to find Claire and tap her gently

78
Categories · Active/running

Peace education area · International Education

158
newspaper dance

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper

Instructions Couples dance on their own newspaper. Each time the music stops, the paper is cut or
folded in half. The couple must continue to dance on the newspaper. The last couple to stay dancing
on theri newspaper is the winner.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will not meet CISV educational purposes but could be a useful warm up,
provided sensitivity is observed around the issues of physical proximity and sexuality.
If the couples are gender based -perhaps to overcome any gender split that may have been evident in
earlier sessions - the activity may be heterosexist. If they are same sex, there may be some homophobic
responses. It would be best to have several rounds, some of which used mixed gender, others same
sex couples. One way of doing this would be number mixes, e.g. each person has a number on their
back, picked at random from plain envelopes or papers shuffled as a pack of cards might be. Then ask
people to run and form odd number or even number couples or odd + even number couples. Have a
spare set of the numbers ready so that as the couples are formed, each person in the couple can pin
the two numbers they hold, together on their back to form a double figure number (as with dancing
contests). Cultural sensitivity is also a concern here, but not the only one. Any activity which expects
close physical contact runs the risk of distressing people who are survivors of abuse. You are unlikely to
get feedback disclosing the effect of the activity in such cases. In a group of 20 or more there will in all
probability be several people who have experienced abuse. There may also be legitimate reasons why
some participants do not want to have close physical contact with particular individuals, e.g. they may
have made unwelcome advances to them on a previous occasion. Where there are reasons which are
unacceptable, e.g. attitudes to particular groups of people or rejection of individuals - the attitude will
be conveyed, even if the group leader is not aware of it. If they do notice it, they may find it difficult to
deal with the issue without compounding the offence that has been caused.
The instruction to go on halving the newspaper may lead to people being forced to press up against
one another. To overcome these problems it would be useful to ask the couples to dance in a particular
way, e.g. like ballroom dancers or disco dancing, which demands that they stand apart while staying
on the paper. Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking participants what they enjoyed and did not enjoy about the activity; if anything
made them feel uncomfortable or embarrassed; if they usually like dancing. "theri"/their

Categories · Communication

Peace education area · International Education

159
non-verbal circle/line

· Intercultural Education

Time frame 0-1 Hour;

79
Equipment none

Aim TO MAKE PARTICIPANTS COOPERATE THROUGH NON VERBAL COMMUNICATION

Summary Can be played by more participants subdivided in smaller groups

Instructions All participants will receive a secret number. They have to find out the order without
any material or using verbal communication, and are to build a chain, a circle or alternatively a line
where all participants could be blindfolded. Another version : instead of number, the participants’
birthdates (day & month) could be used. The dates start from January and end in December without
consideration to age. Also with length (blindfolded), size of feet, names in alphabetical order, etc.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Does not meet CISV educational purposes but would be a good warm up
Awareness
Attitudes
Skills
Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Rewrite instructions as follows: All participants are given a secret number. They have to find their
numerical order without using any written material or verbal communication, and build a chain, a
circle or alternatively a line. The participants may be blindfolded.
Variations Instead of number, use the participants’ dates of birth (day & month), starting with Jan-
uary and ending in December without taking age into consideration. Blindfold the participants and
use height or size of feet. Names in alphabetical order.

Categories · Communication

Peace education area · International Education

160
non-verbal interviews

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper and pens

Aim TO DEVELOP NON VERBAL COMMUNICATION

Instructions Participants are to interview each other in couples, non-verbally. They can use drawings,
signs like numbers and individual letters (but no words), body language, materials found in the room
or nature.
The idea is to get to know as much as possible about family, hobbies, CISV experience, etc.
Comment by the University of Newcastle
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet some CISV educational purposes and its own aims if the instructions
are improved.
Awareness Communicating with someone who does not speak your language. Personal and inter-
personal. How to identify common signs and symbols. Visual imagery. Attitudes Interest in another
person. Patience when listening to someone who cannot speak your language. Paying attention to the
body language. Skills Communication. Sensitivity. Creativity. Knowledge Other people in the group.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate

80
 3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions to read as follows: Partially sighted or blind people will not be able to take part
in this activity unless an additional type of communication is added - e.g. touch, modelling in plas-
ticine. The group leader should be aware of any participants who have a speech or hearing impairment.
This will not preclude them from the activity, but it will mean that the leader needs to say at the outset,
that some people may already know what it is like not to be able to communicate verbally because they
have or still do suffer from speech or hearing impairment. This means that they will have valuable ex-
perience to contribute to the activity, but if they would prefer help lead the activity and debrief rather
than take part, they work alongside the leader. Stress that the activity is not about learning what it like
to be hearing impaired or without speech. It is about the communication, visual imagery and language
differences.
Participants are given 20 minutes to interview each other in couples, without speaking. They can
use mime, gesture, drawings, signs like numbers and individual letters (but not complete words), body
language, materials found in the room or nature.

Categories · Ice breaking

Peace education area · International Education

161 number tag

· Intercultural Education

Time frame 0-1 Hour;

Instructions The leader calls out different numbers, eg: 3, 7, 4, 14 ect... As a number is called out
participants form a group of this number of people by linking arms. As a new number is called out
participants form new groups of the new number of people.
Variations could be to have a catcher preventing people from forming the groups, or the groups
could hug instead of linking arms.
End the game by calling out a number larger than the number of participants so everyone ends up
in one group.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes but could be an effective ice breaker/warm up Remove
the word "hug" and replace with a different instruction.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: The leader calls out different numbers, eg: 3, 7, 4, 14 etc. As a
number is called out participants must immediately form groups with that number of people in them
by linking arms. Each time a new number is called out participants form new groups of with that
number of people in them.
VARIATIONS: Have one or more catcher/s preventing people from forming the groups by tagging
individuals who must then stand still.
The groups could put arms round each other’s waists or shoulders instead of linking arms. (Only if
they are redirected very quickly into different number groupings, so that people do not have to be in
close physical contact for more than a few seconds, and/or the leader is confident that close physical
contact will not cause discomfort or distress to anyone in the group.)
End the game by calling out a number larger than the number of participants so everyone ends up
in one group. after which the participants are asked what they did and did not enjoy about the activity.

81
Categories · Discussion
· Drama
· Other
162
opposite cultures

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment None required.

Aim Discovering cultures

Instructions * Prepare role-plays in groups of 5-8 people about a culture which is the exact opposite
of your own culture.Try to cover different situations such as:
a. meeting a friend in the street
b. going to someone’s house for dinner
c. a typical musical happening (dance, song or opera)
*Discuss:
- Why weren’t the different role plays the same?
- Do some of the things shown exist in other cultures? Why?
- Why is your culture different from any other?
- Are there better cultures than other’s?
- Should all the cultures be the same?
Comments of the University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Is intended to meet CISV educational purposes but is likely be counter-productive.
there is no structure or process for the activity. Culture is not defined and the assumption about cultural
opposites is ill-conceived. The examples of how culture manifests itself are superficial.
This activity should be deleted from the database.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants

3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Simulation

Peace education area · International Education

163
opposite/upsidedown day

· Intercultural Education

Time frame All day;

Aim To experience a different point of view.

82
Instructions Everything for the day is done the opposite way to the normal. For example everybody
wears their clothes inside out, walks backwards, tables and chairs are turned upside down, meals start
with lunch then dinner and finally breakfast. At the end of the day leaders and JC can be put to bed by
the children.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet some CISV educational purposes and its own aims if it is debriefed properly.
Awareness How organisation affects our ability to carry out tasks. How routines and structures
affect our behaviour. How imposed change and re-organisation can disorientate and de-skill people.
Attitudes Appreciating the co-ordination involved in carrying out ordinary tasks. Willingness to co-
operate in order to help overcome problems. Skills Problem solving. Co-ordination. Communication.
Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Everything for the day is done the opposite way to the normal. For
example everybody wears their clothes inside out, walks backwards, tables and chairs are turned upside
down, meals start with lunch then dinner and finally breakfast. At the end of the day leaders and JC
can be put to bed by the children.
Ask the participants to reflect by themselves and write down their thoughts and feelings about what
the day was like, before they go to sleep. You may want to give them some headings to uses as a guide
for their reflections/notes. The next day, ask the participants to get into groups of 5 or 7 to share,
explain and discuss their notes. Then ask the small groups to summarise the similar and differing
observations that people have made about the experience, focussing particularly on what happened
during the course of the day; the way the activity affected people’s feelings, thoughts and actions. When
all the small groups have given feedback, ask the participants

Categories · Other

Peace education area · International Education

164ordinary people

· Intercultural Education

Time frame 1-2 Hours;

Equipment Pictures, display boards

Aim To determine basic human needs

Instructions Participants should bring pictures of people from different parts of the world. After
analysing them, they are asked to identify those people’s basic humwn needs.
-Housing
-Food
- Clothing
-Means of education
- behaviour
- music
- games
- legends
- Social conditions
- school
- religion

83
 - transportation
Participants organize an exhibition (or any other kind of presentation) to show how the different
cultures attend to such needs.
Comment by the University of Newcastle
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purposes and will only meet its own aims if the
instructions are modified and expanded. Looking at pictures should be placed in the context of un-
derstanding images and how any picture says as much about the person who took/published it as it
does about its subject. Asking participants to say how the different cultures attend to basic needs is
dangerous, since it will be economic and political factors which mainly determine how those needs are
met, not cultural factors. This could lead to blaming people’s cultural practices for the fact that they
are disadvantaged. Awareness Inequality. Poverty. Distribution of wealth and resources. Common fac-
tors affecting ordinary people across the world. Attitudes Investigative. Challenging received images
and ideas. Skills Perspicacity. Understanding evidence. Information. Presentation. Knowledge World
issues. Media issues. The power of images.
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Participants should collect bring pictures from different sources of
people from different parts of the world. They analyse them to identify the differences between the
types of photographs of the same people; images they convey; what the pictures tell us about the places
where they are published and the people who took them; what they tell us about attitudes to the people
in the pictures; how the people in the pictures "speak to" the person looking at them; how the people in
the pictures might feel about them; which of the pictures would they say are most authentic; what do
the pictures tell us about the lives of ordinary people in different countries. which are they are

Categories · Ice breaking

Peace education area · International Education

165
passing the mask

· Intercultural Education

Time frame 0-1 Hour;

Aim To make the participants feel comfortable and confident in the group.

Instructions The participants form a circle. Ask the first person to invent any mask (eg: a mad face, a
silly one, a monster face ect...) and ’pass it’. That means show it to the person to the right. This second
person will have to copy the mask and then make a new one to the person on the right. This continues
until it has gone around the whole circle.
N.B: The thing in this game is to go around as fast as posssible and to make funny faces in order to
keep the participants interested after their turn.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes and could undermine them unless the instructions are
amended. It will meet its own aims provided amendments are made.
It is more than an ice breaking activity, it is also about communication.
There is no need to encourage people to make funny faces, the mere act of copying someone else’s
facial expression is funny enough. It will only become boring if the group is too big. The instruction to
make a "mad face, a silly one, a monster face" should be deleted. It could lead to offensive representa-
tions of people with learning or physical disabilities or mental health problems.
Awareness Attitudes Skills Knowledge

84
 2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that it should not be done with groups of more than 20 participants. Some 11
year old’s may not have the necessary repertoire of facial expressions to express a wide range of feelings.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: The participants form a circle. Ask the person on the leader’s right
to invent a ’mask’ which expresses recognisable emotion and ’pass it’ to the person on their right. The
person on their right must copy the ’mask’ and then make a new one to the person on the right. This
continues until it has gone around the whole circle.
After the activity has finished, ask participants what they enjoyed and did not enjoy about it; what
it was like trying to copy the faces other people pulled; if they could tell which feeling the person was
trying to express.
NB: There should be a fast rhythm to the game, which the leader can maintain by clicking their
fingers each time the ’mask’ must be passed, or by asking the whole group to tap their knees once each
time a ’mask’ is passed.

Categories · Name games

Peace education area · International Education

166
passing the object

· Intercultural Education

Time frame 0-1 Hour;

Instructions One participant starts by giving an object to another and saying ’Give this to...’, then the
receiver goes up to the person named saying ’I got this from.... and now give it to....’.
More and more objects are added to the game. In the end everybody is walking aroun giving object
to each other. Later on in the game it is fun to pass chairs and participants.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes. Will meet its own aims.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Give all the participants name badges. After a warm up activity
which leaves them spread around the room, the group leader starts by handing an object to one of the
participants. As they do so they say ’I got this from (make up a name here) please give it to...’, explain
to the receiver that they must hand it to the named participant, asking them to pass it on to someone
else, saying ’I got this from ... please give it to ...’ As the first handover is made, the leader introduces
another object and gives it to another participant, repeating the same ritual. The leader continues to
introduce more objects until everybody is walking around giving objects to each other, at which point
the participants are seated in a circle and asked what happened; what it was like and what they enjoyed
or did not enjoy about the activity.
VARIATION It can be fun to have a second round of the activity, where the people pass chairs to
each other, or escort and introduce participants to one another.

85
Categories · Communication

Peace education area · International Education

167
pastcampers meeting

· Intercultural Education

Time frame 2-4 Hours;

Aim Sharing feelings about the previous villages and informing parents.

Instructions All the last years past campers, their leaders, and their parents are invited to a meeting.
The meeting is disigned in three parts, firstly an information part then a section on feedback from the
delegates and then lastly a social and fundraising part.
A good way to begin the meeting is with ’flagtime’ including all the parents. Then information can
be given on the responsibilities of a junior in the chapter, other CISV programes ect... .
The organises could then play an introduction game to introduce the next section of the program.
Then an evaluation of all the villages could be performed by having a series of questions ready where
the delegates could move to a corresponding part of the room to illustrate their answer. For example in
different parts of the room signs could be hanging, ’Bad’, ’Good’, ’Excellent’ and the participants move
to the area which best correspongs to their feelings. After the evaluation all the delegates could form a
circle and be invited to share some village memories.
A meal afterwards is a good way to start the social section of the activity.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes and its own aims, provided the suggested answers for the eval-
uation of the villages are changed to make them more specific and informative and better related to
feelings. Awareness The value of CISV events. What participants have gained from CISV events. The
residual learning from CISV events. Attitudes Appreciating common experiences. The enjoyment of
renewing contact and reviving memories. Skills Communication. Knowledge Different people’s expe-
riences and views of CISV events.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate, except that in a group with as many as 70 people, it may be difficult for people to
disclose their genuine feelings.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: All the last years past campers, their leaders, and their parents are
invited to a meeting. The meeting is disigned in three parts, firstly an information section, then a sec-
tion on feedback from the delegates and lastly a social and fundraising section. A good way to begin
the meeting is with ’flagtime’ including all the parents. Then information can be given on the respon-
sibilities of a junior in the chapter, other CISV programmes etc. The organisers could then lead a warm
up activity to introduce the next section of the programme, which is an evaluation of all the villages
that people have attended. This can be done by asking a series of questions and having the delegates
move to the part of the room allocated to/labelled with the answer that corresponds best with their
feelings. For example, in different parts of the room signs could be hanging saying - ’Helped me get to
know people’/ ’Interesting’/ ’Made a big impression on me’/’Helped me understand myself’/’Helped
me to understand the issues’/’Changed my attitude’/’Worried me/’Unnerved me’/’Excited me’/’Made
me feel valued’ etc. After the evaluation all the delegates could form a circle and be invited to share
some village memories. A meal afterwards is a good way to start the social section of the activity.

86
Categories · Arts and Crafts
· Communication 168
peace birds from nature

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Aim To communicate and work together and to focus on thoughts of peace and nature.

Instructions Divide the participants into groups. Once outside talk to the participants about the
importance of respecting nature. Allow time for the group to express their own feelings. Explain the
activity of making a peace bird by using items of nature, but not destroying nature. Take time to gather
some materials, then as a group design and create a peace bird. The finished product can be displayed
around the site.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will meet CISV educational purposes and its own aims provided a discussion takes place about
what peace means to the participants before they design the "peace bird" and that the use of imagery
is clarified: i.e. does the bird symbolise peace or the pursuit of peace; what different kinds of birds are
there and what kind of imagery would they offer; how have animals been used to represent different
concepts.
Awareness Different concepts of peace and how it might be achieved. The views and feelings of
other participants in the group. The emotive qualities, textures and colours of natural objects. Attitudes
Appreciation of the impact of international conflicts on young people’s lives. Recognising how people
respond to natural objects. Skills Visualisation. Communication. Co-operation. Creativity. Knowledge
Visual imagery.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that it would be unwise to carry out such a collaborative, creative activity with
groups of more than 20 people.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Divide the participants into small groups. Introduce the activity
with a series of small group discussions followed by whole group feedback on what the word peace
means to participants; animal imagery; different kinds of birds and what they might symbolise; the
options for how the image of the bird might be used to represent peace or the struggle for/pursuit of
it. Explain the task of making a peace bird by using items from nature, but not destroying nature. Talk
about the colours, textures and shapes that might be used. Take the whole group outside and talk to
them about the importance of respecting nature. Allow time for the group to explore the environment
and with one another informally, the feelings and ideas they get from different objects. Ask the small
groups to spend time gathering the materials they would like to use, then as a whole group decide how
to create a 2 or 3 dimensional peace bird from those materials. The finished product can be displayed
on the site. When the bird is finished, ask the participants what came out of the activity; what thoughts
are uppermost in their minds; how they arrived at the final result; what they feel about the bird they
have created and what if means to them.

87
Categories · Arts and Crafts
· Communication 169 peace book

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To promote expression of what peace means to every participant in the forms of writting and
drawing.

Summary If done in a village, best done in the first 2-3 days.

Instructions Forms groups of about 6 people. Give each group one piece of lined paper and one of
blank paper with the words ’Peace is...’ written at the top of each page. Have pens, pencils, crayons and
markers availible.
Each group should write and draw what ’peace means to them’ on the pages. Each group may do
something induvidually, or it can be completed as a group. This should take about 40 minutes.
All the participants should help create one cover.
Let each group explain their pages to all the participants.
Collect all the pages and put them in the ’Peace Book’. Make a copy for each group to take home.
If performed at a village, make copies to send to other villages, and in receiving other ’Peace Books’
combine them to form one peace book.
EVALUATION:
Discuss the peace books and note similarities and differences in each one. Have your ideas about
peace changed? What can we do?
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes and its own aims, provided that it is prepared and debriefed
properly.
Participants will not necessarily be able to write and draw creatively or expressively without some
preparation.
Awareness Concepts of peace. Different attitudes to peace. The creative process. The importance
of putting ideas into words and images. Attitudes Appreciating what peace means to different people.
Appreciating the power of collective statements. Appreciating the value of advocacy. Skills Communi-
cation. Decision making. Creative arts. Knowledge Creative and expressive arts.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate except
for time scale, while will need to be longer than 1 hour.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Run a warm up activity which helps participants to lose their inhi-
bitions about writing and drawing so that they can begin to use language and images creatively, e.g. a
sentence completion activity describing feelings; using particularly expressive words; a poem written
in rounds of single words from each participant; an abstract mural created from single brush strokes
made by each member of the group.
Form groups of about 6 people. Give each group some paper for their rough sketches and notes,
plus one piece of A4 lined paper and one piece of A4 blank paper with the words ’Peace is...’ written at
the top of each. Have pens, pencils, crayons and markers available. Each group should write and draw

88
what peace means to them on the pages. Group members may make their own, individual contributions
or the group may make one, collective group contribution which is inclusive of the ideas of all the group
members. Allow about 40 minutes for this stage of the activity.
When the pages are finished, let each group explain their pages to all the participants. Collect all
the pages and put them in the ’Peace Book’. Make a copy for each group to take home. If performed at
a village, make copies to send to other villages, and in receiving other ’Peace Books,’ combine them to
form one peace book. All the participants should help create one cover.
REVIEW AND DEBRIEF: Discuss the peace books and note similarities and differences in each one.
How did you decide what to draw and write? How did you decide whether individuals or the whole
group would make a contribution to the book? How did you decide who should draw and who should
write? H ave your ideas about peace changed? What should we do next?

Categories · Arts and Crafts

Peace education area · International Education

170
peace totem pole

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens

Instructions Explain the importance and symbolism of totem poles.

Discuss the concept of peace. Collect boxes, cartons, paper, paint, and any other art and craft
materials. These will be the basis of the totem poles.
Divide the participants in to groups and have each group design a portion of the totem pole, sym-
bolizing peace. Bring all the pieces together with nails, tacts or tape. Display in the dinning room or
some other area where the group sometimes meet.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes, provided it is debriefed properly.
Awareness Different concepts of peace. The use of 3 dimensional imagery. How art reflects cultural
diversity. Attitudes Appreciating how art is used in different cultures. Dispelling myths about "prim-
itive cultures". Recognising the power of symbolism. Appreciating different attitudes to peace. Skills
Collaboration. Creativity. Visualisation. Communication Knowledge The creative process.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Include illustrations of authentic totem poles and an explanation of the way that objects and ideas
are represented in them.
Debrief by asking the participants what they feel about the totem pole they have created; the dif-
ferences and similarities between the different sections of the totem pole; how they arrived at their
designs; the thoughts that are uppermost in their mind now; what they think of the concept of totem
poles.
"tacts" /tacks or tape.

Categories · Simulation

Peace education area · International Education

171peace war peace

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

89
Equipment paper; pens; other (music)

Aim To get children to think about peace and how they feel about it.

Instructions Roll out a huge sheet of blank paper and sit the participants around it. Divide them into
groups and give them each a section of paper. Tell the participants to draw what they think of peace,
what peace means to them. While they are drawing this you could have have beautiful quiet music
playing.
After they have put all their effort into these drawings, tell the group to switch sections of the paper
(move to where someone else has ’made peace’) and tell them to turn that ’peace’ into war. In so doing
they will destrot each others drawings with blackness. While they are doing this, heavy metal or loud
music could be playing.
After they have destroyed each others ’peace’ drawings ask them to go back to their original draw-
ings and try turn it back into peace.
Lead into a seminar about peace, how fragile it is, how hard it is to make peace after it has been
destroyed ect...
Some recommeneded questions for evaluation:
- How did this make you feel?
- Were you frustrated?
- How does this relate to the real world?
- Was it hard for you to destroythe drawings of peace?
- Once you started destroying the pictures of peace was it fun, did you enjoy it?
- How many refused to turn them into war?
- Was it hard to turn them back into peace?
- Were you mad at people destroying your pictures?
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes and is likely to undermine them. This is not a simulation,
it is a highly contrived and manipulative exercise which compels the participants to be destructive as
a matter of course. It leaves no scope for participants to make choices or develop the action and it is
too simplistic to offer an adequate parallel with reality. Being instructed to destroy one another’s initial
pictures then asked how they feel about it, individuals could internalise feelings of anger, guilt and
responsibility.
The activity should be deleted from the database.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Active/running

Peace education area · International Education

172
people to people

· Intercultural Education

Time frame 0-1 Hour;

Instructions Everyone takes a partner, and one person is alone and becomes the leader and calls out
actions with parts of the body, eg: nose-to-nose, back-to-back, head-to-knee ect... . The couple have to
join these parts. When the leader calls ’People-to people’ everyone must change partners. The one who
is left over is the new leader.

90
 Another way to do this activity is to have two hats with names of body parts in each of them and the
leader draws a piece of paper out from each hat and reads them out.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes.
Could be a useful ice-breaker, provided that there are guide-lines about which parts of the body can
be used and touched, otherwise it could be dangerously intrusive.
For this reason, it is better if the first option is removed and second option is retained. This would
allow the leader to restrict activity to appropriate individual body parts and combinations of them.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Name games

· Warm-up 173
perestroika game

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (stopwatch, a small ball [tennis ball])

Aim To convey the importance of keeping an open mind towards new ways of doing things, because
we usually focus on becoming better and better at executing a task in a particular way.

Instructions This activity can be used as a warm up activity for participants who already know each
other, but is also a name game for those who don’t.
Invite the group to stand in a circle. Everyone should keep their hands cupped in front of them.
The game will start and end with the groupleader in the middle of the circle. The groupleader throws
the ball to someone and they in turn throw the ball to someone else in the circle, while at the same time
saying the name of the person they throw the ball to. Once a person has received and thrown the ball
they drop their hand to their side so the ball can not be thrown back to them again. The ball must pass
through everyones hands ’once’ and finally back to the groupleader.
Now each of the participants must remember who they threw the ball to. Run through the game
again with everyone thowing the ball to the same person so the participants are familiar with the pro-
cedure.
Once the participants are familiar with the procedure begin timing how long they take to pass the
ball around the group. At the end of each round tell them how long they took and challenge them that
they must be able to do it faster. Over the first couple of rounds they will improve their speed by a few
seconds as they become more familiar with the procedure, but they will reach a limit. Nonetheless keep
pushing them by saying that they can do it much, much faster; eg: they can do it in 5 seconds where
they barely make 17 seconds. Ask them what they think is the limit and wether they can do better.
What should happen now is that people become aware that they should structure the problem
differently. For example someone will suggest that everybody should stand next to the person to whom
they have to throw the ball. This way they can accomplish the task by just passing the ball along the line
and saying the persons name at the same time. If they ask weather this is allowed, just tell them that
everything that is not forbidden is permitted. After this has taken place, tell them you are convinced
that they can still do it faster. Finally they will hold the ball and just say the name of the person who
stands next to them, which will only take a couple of seconds.

91
 DISCUSSION/DEBRIEFING:
The pionts to be made out of this game include:
- that it takes considerable time before people shift their focus from doing whatever they do more,
better and harder to doing it a different way, especially if they have some success in gaining time im-
provements within the standard procedure.
- this happens in the game, but it also happens in real life (let the group think of some examples)
- ask them why they didn’t listen to the first suggestion for a chang, and what, finally, made them
switch to a new stategy.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes and its own aims, provided the debrief is modified.
Awareness How responses are conditioned. How systems can limit the way people think. The
way that people conform to the prevailing norms. The importance of allowing all group members to
contribute. How little control people expect to have over what they do. Attitudes Recognising how easy
it is to become task and/or product orientated. Willingness to consider new alternatives. Openness to
other people’s ideas. Willingness to challenge the status quo. Skills Problem solving. Communication.
Negotiation. Team-work. Knowledge Group dynamics. Deference to authority.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Correct the use of English in the instructions as follows: " hand to their side "/hands to their side "
’once’ "/once "challenge them that they must be able to do it faster."/challenge them to do it faster Over
the first couple "wether"/whether

Categories · Other

Peace education area · International Education

174 photo album

· Intercultural Education

Aim To produce an album depicting CISV events for promotion and information purposes.

Instructions Elect a CISV/JB photographer to take photos of organised events.

Put the photos in an album with clever captions underneath them.
Take the album to all events and set up an information table with leaflets, information and photos.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will meet CISV educational purposes if the instructions are modified to exploit the full learning
potential of the activity.
Awareness The purpose and benefits of CISV events. The atmosphere at CISV events. Evidence of
the impact of CISV events. The quality of the inter-cultural experience of CISV events. Personal and
group development issues. Personal learning. Attitudes Recognising the importance of salient images.
Appreciating the value of archive material. Remembering the significance of particular encounters and
experiences. Preparing for and reflecting on learning processes. Skills Identifying key points in group
development. Identifying key learning points. Identifying potent images. Communication. Promotion.
Knowledge Photographic composition. Visual imagery.
2. Appropriateness of the age grouping, time frame and number of participants
See amendments to heading section
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

92
 Modify instructions as follows: If the theres are more than 20 people in the group, use small group
discussion and feedback for each of the stages in the following process. Introduce the activity by talking
to participants before the planned CISV events take place/at the start of a CISV event about making
a photographic record of the experience of taking part and the effect it has on participants. Invite
the participants to look at examples of photographs taken for private/personal, social commentary,
newspaper and magazine reports, promotions, fundraising, recruitment, recording and other purposes.
Ask them to think about what CISV events are for and discuss with them the kinds of outcomes that
different events might achieve. Ask them what they hope/expect to get from CISV event/s in personal
terms. Ask them to think about the different kind of contexts, scenes, encounters between people,
informal moments etc that might show the way the overall outcomes and personal gains are achieved.
Ask them to suggest how the group and individual developments/changes might ’show’ or be visible.
Now ask the group to think about what all this means in terms of the sort of photographs that
should be taken to make a true and useful record of the CISV event/s which will communicate their
value to people who have not taken part. Ask them to elect a team of photographers to take photos of
the event/s, each one having responsibility for different stages or aspects of the photographic record.
When the photographs are developed, hold a selection and co-ordination session. Ask the group to
look at the photographic evidence that has been gathered of the nature and impact of the CISV expe-
rience/s and how well it corresponds to their expectations/predictions. Let them talk about how they
remember the moments that have been captured on the photographs. Ask the group to discuss different
ways in which the photographs might be grouped and displayed in an album and on a wall/board, for
different audiences. Remind them that it is possible to have several prints made of each photograph so
that different types of albums and displays can be made, using different selections of photographs and
that the size of each photograph can vary.
When they have arrived all the possible permutations and designs, ask them to decide which ones
they want to use. Then ask them to suggest captions for individual photographs or sets of photographs
in the different albums/displays.
Have the photographs processed and mounted in the way the participants have chosen to use at
local events, for presentations and for promotional purposes. Ask the participants what they think
of the final product and how they would like to use it; what they have discovered from the process
of creating the album/s and display/s; how difficult it was to take photographs which captured the
required feeling/idea/moment; what the photographs convey; what they have not been able to convey;
the most powerful or ’telling’ photographs; the ones that participants like least and best; the imaginary
photograph they would like to be able to include; how they feel about the archive they have created.

Categories · Arts and Crafts

· Communication 175 picturama

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

Equipment pens; paper

Instructions Make groups of 4-5 people and give each group a pen and a lot of paper. Space is needed.
Each group appionts someone to go in the middle where the groupleader sits with a paper with lots of
words written on it. The groupleader wispers the same word in the ears of the appointed persons which
they have to take to their group and draw for them without speaking. The rest of the group has to guess
the word through the drawings. The one who guesses the word correctly goes quickly to the middle
and receives the next word. The winners are the group who finishes all the words first.
Comments by the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.

93
 May meet some CISV educational purposes, depending upon the nature of the debrief.
Awareness Competitiveness and its effects on communication and relationships. Time pressures and
how they affect the way people treat each other. Task orientation and how it affects problem solving.
Attitudes Attentiveness. Listening to other people’s ideas. Recognising individual contributions to a
group task. Willingness to help others to express themselves. Skills Communication. Collaboration.
Problem solving. Interpretation. Knowledge Group dynamics.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Rewrite instructions as follows: Organise participants into groups of 4-5 people and give each group
a pen and a lot of paper. Each group appoints a person as messenger who will to the middle of the
room where the group leader sits holding a piece of paper with lots of words written on it. The group
leader whispers the one of the words clearly in the ears of the people sent by each of the groups. The
messengers then have to go back to their group and draw what they have heard. They are not allowed
to speak. The rest of the group has to guess the word from the drawings. They can ask questions, but
the messenger may only reply with drawings. The person who guesses the word correctly becomes the
next messenger and goes quickly to the middle of the room to get the next word. The winning group is
the first to collect all the words from the leader’s list.
DEBRIEF Ask the participants what they enjoyed and did not enjoy about the activity and how they
feel at the end of it. or Ask participants what happened during the activity; how they felt when they
were the messenger; how they felt when they were trying to work out what the drawings meant; how
the task affected the way people interacted and treated one another; if anyone made suggestions that
were overlooked; if anyone in the group played a particular role at any time during the activity; what
problems they experienced and how they reacted to them; what issues have been raised by the activity;
if they discovered anything from it; how they feel now it is over

Categories · Communication

Peace education area · International Education

176 plane crash

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (obstacles, anything to make the room harder to move in for a blind person).

Aim To enhance understanding of communication problems and improve listening skills.

Summary A large room is preferable to outside.This can be linked with leadership seminar and com-
munication.

Instructions The room is a simulated plane crash. One person has retained their sight but has a bro-
ken leg and must remain stationary, all the others are blind and can not open their eyes.(The operator
of the game places the blind participants around the room and tries to disorientate them by turning
them around ect...)
There is a black box in to the room in the room that will save the group but to get to it all the blind
people have to find the black box. The seeing person has to direct all the blind people with words.
They all work together till the whole group (except the seeing person) have found the box. Then they
are saved.
Some recommended questions for evaluation:
- How did this make you feel?
- What directions (words) were most helpful?

94
 95

- What are ways to make the game better?

Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet some CISV educational purposes provided the debrief is handled properly. Any compar-
ison with being blind or disabled should be avoided and discouraged. The "black box" should become a
box unless there is going to be a sequel activity during which the group imagine what may have caused
the crash.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend the instructions as follows: The room is a simulated plane crash. Everyone has been injured
but there are no fatalities. One person has retained their sight but has a broken leg and must remain
stationary, none of the others are able to open their eyes. (The operator of the game places the partici-
pants who can’t open their eyes around the room and tries to disorientate them by turning them around
etc...) A box is placed somewhere in the room and the participants are told that it will save them. The
person who cannot move must direct the people who cannot see so that they can find the box. They
must all work together until all the mobile members of the group have found and touched the box, then
taken it to the person who cannot move.
Some participants may have had a personal experience of or connection with an aircraft or other
kind of crash in which case the activity may cause them distress. The group leader should say once they
have explained the activity that sometimes it can revive memories of accidents or things we may have
seen in the past - even forgotten childhood experiences - which can have an unexpected affect on us.
If anyone finds that this is happenning to them, they can open their eyes/stand up and go to a quiet
place in the room where they can observe the activity and talk quietly to someone else if they wish.
They should add that if anyone knows at the outset that the activity might remind them of something
they have experienced or seen, they may opt out now and help to lead /observe the activity. The leader
should watch for any body language or tone of voice which indicates that a person may be feeling
distressed. If anyone does opt of the activity, the group leader should not oblige them to talk about why
during the debrief.
Some recommended questions for evaluation: What happened? How did it feel to be the only person
who could see what was happening? How did it feel to be one of the people who could not see what
was happening? How did it feel to be the person who was directing everyone else? How did it feel to
be one of the people who were being told where to go? Did your feelings change during the activity?
What type of directions were most helpful? What were the main problems you encountered? How
did you react to and deal with them? How did the task affect the way people behaved and treated one
another? How did you help one another? How do you feel now the activity is over? Did it remind
you of anything else? Are there any real situations in which groups of people depend on one person’s
leadership in a similar way? What usually causes them and how do they usually work? Can you think
of ways of improving the activity for future participants?
Attention should be given to the fact that some participants may have had a personal experience
of or connection with an aircraft or other kind of crash. This can be done through a warm up activity
called " accidents will happen" where participants draw a values continuum of the different types of
accidents, from minor to serious that can affect people, then discuss how avoidable they are, who can
prevent them and how and how they affect people’s lives. Alternatively, leaders may wish to defer the
Plane Crash activity until they know the participants well enough to be aware of any relevant personal
experiences or connections, or they may feel able to deal with them as and when they arise as per the
guidance offered in section 3.
Awareness The effect of externally imposed limits on communication. How it feels to lead people
who are dependent upon you. How it feels to tell other people how to do something you are not able to
do for yourself. How it feels when you can’t tell where you are being led. How it feels to be dependent
upon the instructions of one person. Spatial. Attitudes Recognising the importance of trust when
people are reliant on received information. Recognising different needs when people are carrying out
a collective task. Skills Communication. Giving directions. Active listening. Deduction. Language.
Knowledge Interdependence. Leadership. How to give clear instructions.

Categories · Warm-up

Peace education area · International Education

177 play ball

· Intercultural Education

Time frame 0-1 Hour;

Instructions Everybody faces a wall and pretends they are throwing an invisible ball against the
wall. The group leader gives orders like; ’The ball is moving in very slow motion’; ’Use your full body
to throw the ball’; ’Speed it up’; ’The ball is becoming lighter/heavyer’.
Another version is standing in a circle and throwing the ball to each other. Focussing is very impor-
tant.
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but should be a useful warm up activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking participants what they enjoyed and did not enjoy about the activity.

Categories · Active/running

Peace education area · International Education

178pony song/game

· Intercultural Education

Time frame 0-1 Hour;

Instructions The participants form a circle. Three to five people run around the inside of the circle
like ponys singing:
’Here they come on their ponies
Riding on their big fat ponies
Here they come on their ponies
This is what they told me’
At this point the people running around the circle stop and dance with someone on the circle ac-
cording to the lyrics:
’Back to back to back my baby
Front to front to front my baby
Side to side to side my baby
This is what they told me’
Then the people from the circle who were dancing swap places and become the people in the middle.
Then repeat the song.
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but could be a useful energising or warm up activity
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants

96
 Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking participants what they enjoyed and id not enjoy about the activity.
"ponys"/ponies

Categories · Warm-up

Peace education area · International Education

179 prui

· Intercultural Education

Time frame 0-1 Hour;

Instructions Everyone stands in a group with their eyes closed and begins to mingle. When you bump
into someone, you shake hands and ask ’Prui?’. One person has secretly been designated Prui. If the
other person answers/talks back, you have not found Prui. If your meeting is meet with silence, you
have found Prui. When you find Prui, you may open your eyes and join hands. Soon a long chain forms
(as the person at the end of the chain becomes Prui). Each new member must feel their way to the end
and join in.
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but could be a useful warm up activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that there would need to be several rounds of the activity to fill 1 hour and it
could become boring.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Make instructions clearer as follows: One participant is secretly designated Prui. Everyone stands in
a group with their eyes closed and the leader asks them to begin to circulate around the room, covering
as much of the area as they can. Then the leader instructs them to that whenever they bump into
someone else, they must shake hands and ask ’Prui?’ If the other person answers/talks back, they are
not Prui and they both move on. If the greeting is meet with silence it means that Prui has been found,
at which point the participants may open their eyes and join hands. Each time another person finds
Prui, they join hands with the person holding Prui’s hand. A long chain begins to form, with the person
at the end being Prui. Each new member must feel their way to the end and join in.
After the activity is finished, the leader ask participants what they enjoyed and did not enjoy about
it; how it felt when they greeted the people who were not Prui; how it felt when they joined the line.

Categories · Simulation

Peace education area · International Education

180 pyramid of life

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

Aim To learn about the interactiveness of living things.

Summary Best played in a large outdoor open area.

97
 98

Instructions Divide the participants into groups of 6. Have at least 1 leader to supervise each groups
’balancing act’.
Explain to everyone that their is a systam to the living world, there are plants that keep the air clean,
there are plant eaters that eat the plants and there are meat eater that survive from eating some of the
plant eaters.
Have each group think of an example of how this system works and share it with the others before
you begin to build the pyramid. For example:
There are willow trees;
Moose eat willow;
Wolves eat moose.
Make sure the children understand that we cannot have lots of one species - that to have a ’balance’
and a healthy Earth we need them all. But still, there are many more plant species than their are
herbivores and many more herbivores combined than carnivores.
So, with each group understanding this balance, have each induvidual member of each group choose
a species that they will represent. The model of the pyramid should look like this - representitive of the
types and numbers of these groups in the wild.
The participants will have to be careful that they don’t all choose to be plants otherwise they’ll be
making a line rather than a pyramid.
After everybody has tried making a good pyramid a few times (make sure to play at least twice so
the participants that want to be bears, wolves, foxes and otters ect... all get a chnace) bring the whole
group together for discussion.
Some question might be:
What would happen to the plants if there were no meat eaters to keep down the number of plant
eaters?
Why is this important?
What happens when humans take too many of one kind of species from a system?
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes provided it is properly debriefed.
Will meet its own aims and others provided the instructions are clarified and it is properly de-
briefed.
Before running this activity, it would also be advisable to use some the "falling circle/log"activity as
a warm up, then some introductory acrobatic, tumbling and balancing activities to build participants’
physical confidence and trust.
Account should be taken of the fact that there may be people with physical disabilities in the group.
This does not necessarily mean they should be excluded from the activity, but their inclusion should
be managed by inviting them to advise the group on what they can safely contribute. It is possible that
a participant was disabled by an activity which made demands that were not unlike those inherent in
the activity, in which case they may prefer to observe and advise the small groups.
Awareness Ecology. Different types of physical strength. Combining resources. Supporting and
being supported by other people. The effort it takes to survive. Attitudes Appreciating the importance
of the role played by different living creatures. Appreciating the equal value of the different contribu-
tions that people make to a group effort. Co-operation and sharing responsibility. Consideration. Skills
Co-ordination. Communication. Team-work. Problem solving. Knowledge How balance is achieved.
Balance is not necessarily the same as harmony.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate provided it is supervised by leaders with experience and understanding of the physical
demands of the exercise.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Divide the participants into groups of 6. Have at least 1 leader to
supervise each group’s ’balancing act’. Explain to everyone that there is a system to the living world,
where are plants keep the air clean, plant eaters eat the plants and meat eaters that survive by eating
some of the plant eaters. Ask the participants if they can add to your description or think of other
examples of how different life forms depend upon one another’s activity and feed upon one another in
order to survive. For example: willow trees; creatures live in/on willow trees; birds and other creatures
eat them; moose eat willow trees; wolves eat moose... etc. Explain that between them, the participants
are going to create a pyramid which represents and ecological balance of life forms.
Make sure the participants understand that one species cannot have dominant numbers in relation
to all the rest - that to have a ’balance’ and a healthy Earth we need them all. However, there are many
more plant species than there are herbivores and many more combined numbers of herbivores than
carnivores. When all the participants understand this balance, have the individual members in each
group choose a species that they will represent, then form a pyramid with the other group members
and see how it works. The participants will discover that they can’t all be one species such as plants,
otherwise they’ll be making a line rather than a pyramid. The pyramid should represent the types and
proportions of different species in the wild or in rural areas.
After everybody has tried making a successful pyramid a few times (make sure to play at least twice
so the participants that want to be bears, wolves, foxes and otters etc... all get a chance) bring the whole
group together for discussion. Some questions for the debrief might be: What did you discover from
that activity? what made you choose to be a particular species? How easy was it to decide how to
construct the pyramid? How did you take account of the physical problems around balance, support,
load bearing etc? Did your solutions reflect anything about the natural world? What would happen to
one species if others in their food chain/life cycle are significantly reduced or disappear? e.g. plants,
if there were not enough or no meat eaters to keep down the number of plant eaters? Why is this
important? What might cause one species to disappear or be significantly reduced? How do human
beings affect the "pyramid of life"? What are some of the results? how did you co-operate to create
your pyramid? How did it feel when you managed to build it successfully? What was the difference
between being at the top, the middle or base of the pyramid? Was there anything uncomfortable or
worrying about the activity? How did people show consideration for the other people in the pyramid?
Was anyone physically hurt by it? How does everyone feel now?

Categories · Other

Peace education area · International Education

181 radio tunning

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group sits in a circle. A person in the middle has to piont at someone in the circle
as if they were tunning the radio scearching for a channel. The person of the circle has to imitate a
channel. The person in the middle changes channels by pionting to someone else. A person who fails
to ’tune in’ in time has to go to the middle.
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Could meet CISV educational purposes if the instructions are amended to focus the radio channels
on particular issues/contexts and the activity is appropriately debriefed. Otherwise it could be a useful
warm up.
Awareness Interests of other group members. The different places of residence of group members.
Cultural diversity. The content of mass media entertainment and news. Attitudes Understanding other
people’s inhibitions. Awareness of the impact of broadcast journalism and broadcast entertainment.
Skills Communication. Performance. Imitation. Knowledge Styles of broadcasting.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that if there are more than 20 participants, they should be subdivided into
separate groups, each with their own leader.

99
 3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: The group sits in a circle. The leader explains that the activity
is one where people pretend to be radio channels, but it is not necessary to be a confident actor or
performer to take part. There are after all, pirate and amateur radio channels and not all professional
broadcasters are good at their job. Anyway, they are not meant to be accomplished "impressionists".
One person sits in the middle and points at random at an individual in the circle as if they were tuning
the radio, searching for a channel. The person of the circle has to imitate a radio channel playing
popular music/broadcasting local news/covering current world events/broadcasting an interview with
a well known person/broadcasting a documentary about a particular issue ... etc. The person in the
middle changes channels after about 30 seconds (or after about 10 seconds if the person cannot think
of anything to do or say)following a signal from the group leader, by pointing to someone else. Any
person who fails to ’broadcast’ in time has to change places with the person in the middle.
After the activity has gone on for about 30 minutes, stop and discuss with participants the kinds of
’channels’ people chose; what they meant to the rest of the group who were listening; what were the
differences and similarities between people’s ’channels’; how people chose what ’channels’ to imitate;
how people felt when the finger pointed at them: how they felt when they imitated the ’channel’;
how they felt when they couldn’t do it; what might have helped them to do it; the effect of the quick
channel changes; if anyone felt moved, uncomfortable, upset or annoyed because of any of the things
that people included in their imitation ’broadcasts’; can to real broadcasts have that kind of effect; if
they discovered anything from the activity; did it tell them anything about other group members; did
it tell them anything about what is broadcast on the radio; how does everyone feel now.

Categories · Drama

Peace education area · International Education

182 read acting

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

Instructions Two (or more) are the actors on the stage, but they don’t have their script! Two other
members of the group have the script off stage and read it as if they were playing it. The two on stage
have to listen to the words and at the same time perform it.
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but could be a good warm up activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate, except that with 70 in a group it could take too long for everyone to have their turn at
reading and acting.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Adequate and clear.

Categories · Warm-up

Peace education area · International Education

183
recognizing voices

· Intercultural Education

Time frame 0-1 Hour;

100
Instructions A person id blindfolded in the middle of a circle, and that person has to try identify the
person who repeats a complicated foreign word or phase.

Categories · Simulation

Peace education area · International Education

184 refugee game

· Intercultural Education

Time frame 1-2 Hours;

Aim To know what it’s like to be without a country.

Summary There are 16 million refugees in the world (about the population of Australia). This activity
simulates the plight and powerlessness that refugees face when their only world is reluctant to receive
them.

Instructions 1. Divide the participants into small groups of 8 to 10 people, each group representing
a country of the world.
2. Ask each group to develop a crisis scenario for their country bases on one of the following: social
disorder, military uprising, racial conflict or religious intolerance.
3. Each group then randomly selects one student to play the role of a refugee. The refugees are
minorities in their own countries, and each must decide whether to flee to another country (ie: a differ-
ent group). The other members of the group decide whether to let the refugee go. They may expel the
refugee if he/she elects to stay.
4. The refugees wait while each group establishes an admission policy. Then the refugees must
attempt to find a new group which will accept them. They move from group to group stating their
countries situation and pleading their cases. No country is obliged to take refugees; or they may take
as many as they want.
5. All refugees must find new countries, or have tried to gain admission to all countries and failed.
6. Following the simulation, ask participants to form one group for discussion, including
- How did the refugees feel throughout the process? What were the most difficult times? What were
the most reassuring?
- Compare the procedures for refugee admission, in what ways were thet similar and in what ways
different? Were some more equitable and efficeient than others?
- What existing countries in the world are experiencing crisis scenarios like those developed by the
students?
LEARNING OBJECTIVES:
Participants should be able to:
- gain insight into what it feels like to be a refugee on this planet.
- draw parallels between their own rules for accepting and rejecting people from other groups and
the admission procedures for refugees established by their nation.
- realise that real people in exsisting countries face similar crisis to those the participants have
developed.
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes but must be modified and handled with great care to avoid
negative and detrimental outcomes. Attention needs to be paid to the fact that some participants may
have been refugees, may have relatives who have been refugees or may have witnessed situations which
involved refugees. This does not necessarily mean that those people will want or should automatically
be encouraged to opt out of the activity, but they should be given the choice and appropriate provision
should be made to support them if necessary, whatever choice they may make. The activity should
not be run in circumstances where the leader will lose contact with the group immediately after it has

101
 102

occurred. It will be an extremely powerful experience which could have a lasting effect on individuals
and they should be able to get support from the leader later the same day, on the next day and for a few
days afterwards. It should also only be run if there are at least two group leaders available, so that one
or more can be free to support individuals who may be emotionally affected by the experience.
This learning activity lies in the affective domain, therefore the learning objectives should not be
knowledge or skill orientated.
* The emphasis on "powerlessness" in the COMMENTS section should be changed to refer to the sys-
tems against which refugees have little power, to the injustice they experience and their fight against it,
in order to avoid reinforcing negative stereotypes of refugees. ( Many refugees maintain their struggle
against injustice in exile and indeed only survive at all because of their strength and determination,
their collective action and their human resources. The preferred or more acceptable image may be of
the helpless victim. This issue lies at the heart of attitudes to applications for asylum.)
Awareness Asylum and immigration issues. How people become refugees. The choices that people
have to make when they are being forced into exile. The contribution that refugees make to the coun-
tries that admit them. The political motivation for immigration and asylum laws. How the responses
of officials are conditioned by the regulations they are expected to apply. How systems and laws can
affect our perception of and attitudes towards other human beings. Attitudes Dispelling myths about
refugees. Rejecting the stigmatization of refugees. Recognising how refugees are scapegoated. Recog-
nising the links between immigration policy and racism. Recognising the underlying causes of the
plight of refugees
2. Appropriateness of the age grouping, time frame and number of participants
Do not run this activity with groups of more than 30 participants. 1 hour will probably not be long
enough to carry out the full debrief and cover all contingencies.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Modify instructions as follows: Introduce by saying that the activity is about refugee issues and
that because of historical and modern times, it may touch on many people’s personal experience or
background. If anyone feels that it is likely to revive memories of personal experiences, or events they
have witnessed or heard about from people close to them, they can opt out and observe the activity
or take some free time. If anyone who discovers during the course of the activity that it is causing
them distress or unwelcome emotional reactions, they may opt out of the activity immediately and/or
approach one of the group leaders who will be based at the "REFUGE".
1. Divide the participants into small groups of 6 to 8 people, each group picking a piece of folded
paper out of a hat with the names of actual world nations (do not choose countries where parts of
the population have actually been forced to become refugees in recent history) written on them and
announcing which one they have got.
2. Ask each group to develop a crisis scenario for the country they have been allocated, based on
one of the following: economic decline which is making the government unpopular; loss of overseas
markets and rising unemployment; natural disaster; food crisis; national debt; social disorder; civil
war; military coup; ethnic or racial persecution; political or religious intolerance. OR Ask each group
to pick a card from a pack you have shuffled, which gives them the basis for the crisis in their country.
3. Each group then randomly selects one student to play the role of a refugee affected by the circum-
stances they have invented. The refugees are minorities in their own countries, and each must decide
whether to flee to another country (ie: a different group).
4. The refugees reflect alone on their situation and options:- what they are being driven away from
- their home country/familiar surroundings/work/ study/social and cultural life/family life; the case
for staying in their home country and what the consequences might be, the case for leaving and what
that will mean, the different places to which they might flee and the advantages/disadvantages of each.
5. The remaining members of each group decide whether to let the refugee go, expel them, or
imprison them if they elect to stay. They also establish an admission policy, based on four factors:-
Their knowledge of the country they have been allocated. The circumstances they have invented
for it. The forces they think would influence its policy on refugees/immigration. What they know
about refugee/asylum/immigration laws in general. (They can choose to conform to what they know
of existing policies or to devise something original. )
6. The refugees must attempt to find a new group which will accept them. They move from group
to group stating the circumstances they are fleeing and pleading their cases. The country that is ap-
proached has the choice to admit or reject as many or as few refugees as they choose, according to their
policy and procedures.
5. All refugees must approach every country until they find a place which accepts them or they are
rejected by them all. If the latter is the case, they go to the leaders for support, at the "REFUGE".
6. Following the simulation, ask participants to form two groups for discussion, one of refugees, the
rest dividing into groups consisting of one person from each of the different countries.
All the small groups answer the following 5 questions(which can be written on a piece of flip chart
paper):- a)What happened? b)How did it happen? c)What was it like? d)How did it feel? e)What were
the procedures for refugee admission in the different countries, in what ways were they similar and in
what ways different? Were some more humane than other? Were some more ’efficient’ than others?
7. Ask the small groups to give feedback, then ask all the participants what key issues have been
highlighted.
8. Then ask the participants from the countries to reflect aloud on the experience, bearing in mind
that they were acting out a role and not being themselves - how they arrived at their policies and
procedures; how difficult or easy was it to implement them; what affect it had on the refugees when
they implemented them; how their behaviour was affected by implementing their own policies; how
they felt when the activity began and as it developed; did it remind them of anything else; do they think
it was it realistic; how do they feel now; is there anything they want to say to the rest of the participants.
9. Next ask the participants who played refugees to reflect on the experience, bearing in mind that
they were acting out a role and not being themselves - how did they decide whether to leave or stay in
their home country; how did it feel to have to make that choice; what did they consider when they were
deciding which country to approach first for refuge; how difficult was it to apply for refuge; how were
they affected by the different procedures and questions they had to confront; how were treated by the
admissions procedures and the characters using them; how did they feel at the start of the activity and
as it developed; how did they feel they were perceived/seen by the people who were not refugees; what
had happened to them by the end of the activity; did it remind them of anything else; do they think it
was realistic; how do they feel now; is there anything they want to say to the rest of the participants.
10. Now ask the participants as a whole group how the simulation was set up; who was responsible
for what happened and how; do they think they can learn anything from the simulation which relates
to those real situations; what existing countries in the world are experiencing crisis scenarios like those
developed by the groups during the activity; what are the differences between their experience during
the simulation and the experience of actual refugees; what thoughts are uppermost in their minds now.
What are the main feelings they are left with now; what aspect of refugee issues would they most like
to investigate now; is there anything they need or would like to do as a result of the activity.
State that if any individuals have been deeply affected by the activity or find that they have unex-
pected feelings of anger or hurt, they should approach the group leader for a private discussion. End
with the UNHCR definition of what entitles a person to refugee status.

Categories
· Other
· Discussion
185
religious differences

Peace education area · International Education

· Intercultural Education

Time frame All day;

Equipment None

103
 104

Instructions -Study some of the principal religions of the world. Visit a Mosque, a Synagogue, or a
Church, asking for information on the symbols, architecture, etc.
- Choose different topics such as family, woman’s role, abortion, death, food restrictions or others,
and try to discover how they are considered in each given religion.
- Discuss similarities and differences and how they influence people’s life and behaviour.
Note: In case you have a big number of participants it would be better to divide them into groups;
each group being assigned a different religion. After a general presentation, discussion takes place.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet CISV educational purposes provided it is modified to prevent it
from being a tokenist or simplistic "comparative religion" exercise. The study needs a framework which
guides participants as to sources of information which will allow them to understand the different di-
mensions and variations of experience for people who belong to any one religious group and to explore
the related human rights issues. The study should not focus on the "principal religions" - which in the
instructions omit the religion of the largest single population in the world - Chinese people - but should
examine the way that some religions have been given superior status. Awareness How culture relates
to religion. Faith communities. Similarities and parallels between different religions. Issues around
religion, social and political control. The difference between ethnicity and religion. Human rights is-
sues in relation to religion. Attitudes Dispelling myths about the homogeneity of people who follow
the same religion. Recognising the needs that religion fulfils. Recognising the difference between faith
and religion. Recognising the variations in the way the same religion is practiced. Skills Research and
analysis. Listening. Presentation. Knowledge Religious practices. The role of religion in society.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend as follows: Study a range of world religions, including those perceived as minority religions
and those perceive as dominant, enquiring about how they are affected by and respond to a particular
REVIEW OF CISV ACTIVITIES DATABASE PAGE NUMBER: 15 ACTIVITY NUMBER: 118 ACTIVITY
NAME: Religious differences
issue; e.g. the role of the family; the role of the child; the role of women; rites of passage; health;
population and birth control; sexuality; personal autonomy etc. ( Do not pick a single moral issue such
as abortion, they will emerge more appropriately as part of wider issues). Construct a check-list of
lines of enquiry which look into how people became members of the religious group; how it affects
their daily lives; what the religion means to them; they think about the practices they are expected to
follow; how it feels to be a practicing/non practicing member of their religious group in the country
where they live; how they are treated by people from the same religious group; how they are treated by
people who are from different religious groups; how the religion relates to the political structure of the
country where it was founded and to other countries where it is practiced; what it means to be part of
a faith community; the structure of the religion and the role played by the individual within it.
Collect information from a range of sources: Media/press; books, magazines and publications pro-
duced by the religious groups concerned; visit to places of worship; interview religious leaders; in-
terview people from different backgrounds who practice the religions in both according to orthodox
tradition and in a reformed version; interview people from different backgrounds who consider them-
selves believers but do not practice the religion in an active way; interview people who are members of
a faith communities. Choose different topics such as the role of Discuss similarities and differences and
how they influence people’s life and behaviour. Note: In case you have a big number of participants it
would be better to divide them into groups; each group being assigned a different religion.
When the study has been done, ask the groups to prepare and present their findings to one another,
adding the following observations to the information they have collated: What they learned about their
own attitudes to different religions. The things that surprised them. The common or recurrent issues
that were raised. After the presentations, ask all the participants to say what they think are the overall
and most important findings from all the reports; how they feel about what they have done andwhat
they have discovered.
Categories · Name games
· Warm-up 186 rhythm

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions The participants sit in a circle, then everyone at the same time slaps their knees twice,
then snaps their right fingers and then their left fingers. This is the rhythm to keep repeating.
Now after slapping your knees twice, the first person calls out their name as the right fingers are
being snapped and then they call out another name as the left fingers snap. When your name is called,
you respond with your name when you snap your right fingers, and someone elses when you snap your
left.
It’s important not to lose the rhythm while you respond.
VARIATION:
- Names do not need to be called out, each participant can be given a different number to call out or
a sign to perform (scratching your ear).

Categories · Simulation

Peace education area · International Education

187 rich and poor

· Intercultural Education

Time frame 1-2 Hours;

Equipment shees of paper, coloured paper, pencils and markers, glue, scissors, envelopes, toy money

Instructions A certain amount of toy money is photocopied and put into some envelopes. Each child
receives an envelope randomly. The amount of money is such that it is clearly distnguishable who is
’rich’ and who is ’poor’. Two ’extreme’ cases are included: a poor who has nothing and a rich who has
got a golden credit card that allowes him/her pleases. The task is to make a drawing that expresses
their feelings.
Characters involved are, in addition to the rich and the poor: shop keepers, police (in charge of
keeping anyone, who tries to steal material, in prison for a certain time), social assistant (who pays
money for small jobs such as emptying waste-paper baskets, singing a song, bringing messages, etc.).
At the end of the activity the drawings are collected and shown to the whole group that decides whether
it is the work of a rich person or else it is a poor who made it. Then the owner takes it and goes in one
of the two groups according to the amount of money he/she initially had.
Surprisingly enough many poor people may be considered rich because, beeing forced to use their
fantasy, they produce interesting drawings, whereas some rich people who had the possibility to use
great variety of colors and papers will make ordinary but less inventive and less appreciated works. All
this leeds into a discussion.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purpose provided the instructions are rewritten.
It should be noted that some participants may find this activity distressing because of personal expe-
rience of poverty. Awareness Issues of injustice and inequality. The impact of uneven distribution of
resources. The power held by people with resources and who control how they are distributed. How

105
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creativity is affected by access to resources. Attitudes Appreciating that achievement is not only depen-
dent on individual talent or effort. Recognising how some people find it hard to achieve their potential.
Skills Creativity. Assertiveness. Decision making. Knowledge Wealth distribution.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Toy money is photocopied and unevenly distributed between separate, unmarked envelopes - enough
for each person to have one envelope. The difference between the amounts in the envelopes should be
sufficient to make some of the holders rich and the rest poor. One envelope should have nothing at all
in it and another should contain a gold credit card that allows the holder to buy anything they please.
Role cards are prepared to go into the envelopes according to whether the amount of money
REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 15 ACTIVITY NUMBER 119 ACTIVITY NAME Rich and Poor
makes the holder rich or poor. The cards in the "rich" envelopes state that the holder has everything
they want, as can demand help in preparing their picture from the poor people. They have plenty of
good food and they already have their own supply of materials. The cards in the "poor" envelopes state
that the holder has next to nothing, only a small amount of food and that they may be may be directed
to do something by/for the rich people.
Role cards are prepared for the following 6 characters: 2 Shop keepers - who sell materials for
making the pictures. 2 Police - who can detain people who try to steal materials. 2 Employers - who pay
people for doing small jobs such as emptying waste-paper baskets, singing a song, bringing messages
etc. They do not need to use the money in their envelopes to pay the workers, they can be given a
separate allocation for wages.
Insert the role cards into envelope, deciding which ones are appropriate - those containing low or
high amounts of money or the credit card. Distribute the envelopes and out randomly or by letting
people pull them out of a hat/box, then give the role cards out to 6 members of the group. Allow
people time to think about what they have in their envelope and to begin to get curious about what
other people have in theirs. Then explain that task for all the participants, including the people with
the role cards - is to draw a picture that illustrates how they feel, in a set time period (No longer than
30 minutes). Instruct the participants that they must purchase their materials from the shopkeepers
and that they can apply for work from the employers to raise more money if they wish. Explain that
the shopkeepers can set their own price. Explain that the employers can offer jobs to people whenever
they like and pay what they want to the workers.
At the end of the activity the drawings are collected and displayed. They are each given a number
but the names of the people who created are not revealed at this stage. Tell the participants that the
simulation is over and preferably give them a break at this point. Everyone views the display and each
person decides whether each picture is the work of a rich person or a poor person, by putting a letter R
or a letter P on the piece of paper that is pinned/stuck on the wall next to it. After everyone has viewed
the exhibition and put their mark on all of the pieces of paper, the group leader collects them in. The
owner of each picture collects their work, taking it to the part of the room that the group leader has
designated for rich or poor, according to their original envelope.
Get the participants into small groups of 3 or 5 (depending on the size of the overall group) and
ask them to talk about what happened during the activity; how it felt; if it reminded them of any real
life experiences; what they thought of the pictures; what they could tell from the pictures about how
people were feeling; if there was any difference in the quality of the pictures that were made by the
people in the "rich" and "poor" roles. (Write the questions down for them).
When the small groups have had about 10 minutes for their discussion, ask everyone if that was long
enough and if any of the groups say no, tell them that everyone has a further 5 minutes. When the small
group discussions are over, ask the whole group what issues have been raised by that activity; how the
different roles affected what happened; how they felt about playing their own role; if the simulation was
realistic; what affect the roles and relative wealth had on the pictures; how the materials people were
able to use Affected the way they expressed feelings in their pictures; what thoughts are uppermost in
their minds now; how do they feel now; are there any final comments that people would like to make.
 Tell participants that if anyone has anything on their mind after that activity, you will be happen to
talk with them privately later on.

Categories · Simulation

Peace education area · International Education

188
rich and poor lite

· Intercultural Education

Time frame All day;

Aim To prompt discussion on wealth distribution.

Summary If large conflicts arise, the group can be switched over so everyone get a chance at being
’poor’.

Instructions The participants are divided into two groups, rich and poor. The rich group has ev-
erything they want, as much help as they need, ect...eg: they have plenty of good food and plenty of
materials. The poor group has next to nothing, only a small amount of food and may be directed around
by the rich group.
In a camp situation this activity can go all day with normal activities also going on. At the end of
the day a discussion can be held on the feelings of the participants ect...

Categories · Simulation

Peace education area · International Education

189 rich/poor snack

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (food, a meal or snack)

Aim To give first hand experience of the unfair food distributionTo help illustrate how food is dis-
tributed is just as important as how much food exists or is grown.

Instructions - 26
- 74
Which group do we belong to? What would it mean to be in the other group?
1: Divide the group into two, 3/4 in one group, 1/4 in the other.
2: The smaller group should get 4/5 of the snack/food, the larger group shares 1/5. The problem of
the smaller group will be too much food, but the problem of the large group will be too little food and
how to share the scarce resources.
What will the real concequences of this be for both groups?
- small group: overeating, waste, eating the wrong foods.
- large group: undereating, malnutrition, illness, even starvation.
3: If the group decides to trade and work out ’deals’, this should be allowed, but let them decide on
their own, don’t sugggest it. Limited migration from large to small group could be permitted, based on
criteria established by small group.
Some questions for discussion:
- Does this really happen?
- What do you think the selection criteria is for immigrants? Is it fair?
- Why isn’t more immigration allowed to richer countries?

107
 - What is the psycholical impact of having too much of something?
- Of not having enough?
- How did the groups solve the problem?
- Was there any conflict between the groups
- How did group members feel?

Categories · Active/running

Peace education area · International Education

190romeo and juliet

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (blidfold, small jingle bell,something to tie feet up)

Aim Fun

Instructions Everybody stands in a fairly large circle. There is a girl and a boy in the centre of the
circle. The boy is blindfolded, while the girl has her feet tied together with the bell attached to her feet
somehow. The boy calls out ’Juliet’ and the girl answers by saying ’Romeo’, as she bounces around the
circle away from him, while Romeo follows the sound of the bell trying to catch her.
The people making up the circle can yell instructions it Romeo and turn him in the right direction
if he runs into the people in the circle.

Categories
· Other
· Discussion
191 safing life

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment photographs of animals, trees, flowers,...

Instructions Collect photographs of animals, trees, flowers, etc. Organize an exhibition of the pho-
tographs, directing special attention to the species in danger of extinction.
Study possible ways of helping in their preservation and discuss them with the others.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Does meet some of CISV’s educational purposes but could benefit from ex-
pansion/modification.
Awareness Visual. Environmental. Attitudes Recognising the importance ordinary as well as "ex-
otic" life forms. Noticing life forms that were previously taken for granted. Skills Information. Re-
search. Knowledge Ecology/local, national and global
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Suggested additions to the instructions: Take and collect close up photographs showing the detail of
the life form and photographs that show it in its habitat. Take and collect photographs of comparable
life forms from the local area and from a different part of the world. Take and collect photographs

108
of rare and common species that have both become endangered. Take and collect photographs of do-
mesticated/cultivated and wild animals/plants from the same "family". Take photographs of life forms
in the immediate area and in a remote place. Which photographs do you find the most interesting .
Which life forms do you find the most beautiful and the most fascinating. What is it that threatens the
endangered and the safer life forms.

Categories · Social activities

Peace education area · International Education

192
sandwich making for the homeless

· Intercultural Education

Time frame 1-2 Hours;

Equipment other: (food)

Instructions Each person brings a loaf of bread, a bushel of banannas and something to put in the
sandwiches, or a bag of cookies. Organise an assembley line of sandwich makers and then place them
along with thefruit and cookies in a bag which can be delivered to a homeless shelter.

Categories · Active/running

Peace education area · International Education

193 scarf game

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (scarf)

Instructions The participants are divided in half and each member of the team is assigned a different
number. For example if there is 10 members of each team each team will have a Number 1 through to
10. Each participant should remember their number.
The teams line up opposite each other with the leader in the middle. The leader has the scarf which
he/she holds out and calls a number. The participants from each team that were assigned that number
run and try to take the scarf without letting the other person catch them until they get back to their
row/zone.
Everytime a team gets the scarf back to their zone they gain a point. Calling more than one number
at a time is a good variation.

Categories · Ice breaking

· Name games 194 shoe game

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

109
Instructions The group stands in a circle. The groupleader gathers all the participants shoes and piles
them near. The groupleader starts throwing one shoe to a person while saying the name (of this person)
out loud. This person does the same to another person in the circle and so on till the shoe ends up with
’Number 1’ (the shoe has passed through the hands of everyone in the group). Everyone remembers
very carefully who she/he has to throw the shoe to. Then ’Number 1’ starts throwing one shoe after
another. If everything goes right, shoes are flying around, but completly coordinated, because everyone
is concentrating.

Categories · Communication

Peace education area · International Education

195 silent interview

· Intercultural Education

Time frame 0-1 Hour;

Aim To communicate without language.

Instructions Two people interview each other using only sign languauge. No talking takes place as
the two try to find out about such topics as school, family, hobbies, ect... . Later the two can find out
how much they learnt from each other or if they did not understand each other.

Categories · Active/running
· Warm-up 196 sitting circle

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group stands in a circle very close to each other (facing the back of your neighbour).
To make the circle as tight as possible take another step twards the centre of the circle. When the circle
is very close and as round as possible everybody has to try and sit on the person behinds knees, without
falling down. If this works try walking one step at a time.
Comment by the University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Could be a useful warm- up, provided the group leader is confident that no-one in the group will
be uncomfortable about close physical contact with other people in general or particular participants.
Because this is a collective, whole group activity rather than one where contact is made in pairs, and
because people face one another’s backs, there is less danger of individuals feeling threatened by this
activity in comparison with others. However, it still involves taking risks with people who may be sur-
vivors of abuse or have experienced unwelcome advances from other participants. Awareness Attitudes
Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
An hour would be far too long. With as many as 40 participants it may be difficult to tell or discover
if anyone is unnerved by the activity.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: The group stands in a circle very close to each other (each person
facing the back of their neighbour). To make the circle as tight as possible everyone takes another step
towards the centre of the circle. When the circle is very close and as round as possible everybody has to

110
try and sit on the knees of the person behind them, without falling down. If this work, the participants
try to rotate the circle, each person moving their right then left foot/leg forward at the same time .
After the activity is over, ask people what they enjoyed and did not enjoy about it.

Categories · Communication

Peace education area · International Education

197 sock game

· Intercultural Education

Time frame 0-1 Hour;

Aim To get to know each other better.

Summary The activity is best done with people who already know each other a little.

Instructions The participants sit in a circle and one is chosen to go outside. The rest of the group
then picks a person in the circle. The person outside comes back in and tries to find out who the chosen
person in the circle is. This can be done by asking questions such as, What kind of sock would they
be?, What season would they be?, What would they do if they found a dead body in the forest?, and any
other abstract questions.
The questions are answered one person at a time going around the circle, so a person would answer
the first question, the person next to them would then answer the second question, ect...
When the person who went outside thinks they know who the chosen person in the circle is they
can guess, and that person then goes out to begin again.

Categories · Active/running

Peace education area · International Education

198
splashy volleyball

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (water balloons; towels; open space; volleyball net)

Aim To get wet!

Instructions Prepare a court by putting a net across some open space. Place participants in pairs and
give each pair a towel. Fill balloons up with water, and have a pair on each side of the net, (more than
one pair may be on each side of the net).
The game starts by placing a water balloon on one of the towels and bouncing it over the net, then
the people on the other side of the net have to catch it on their towel and bounce it back over the net.
A point is gained by splashing the balloon on the other persons side of the net.
Comments by the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV objectives but is a good ice-breaking activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking participants what they enjoyed and id not enjoy about the activity.

111
Categories · Simulation

Peace education area · International Education

199 star power

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; (small pieces of paper approx of 6 colours)

Aim To see how power can effect people/

Summary There should be average moving space availible for the participants.

Instructions The small sqares of coloured paper (enough for 6 sqaures for each participant) are placed
in a bag and mixed up. Each participant takes 6 sqares. Their goal is to get as many of the same colour
cards as possible, by trading with the other participants in any way they like. Each trade must begin
and end with a hand shake. A time limit is set on trading.
Unknown to the participants each colour has been allocated a numerical value, and bonus points
are awarded for multiple sqares of the same colour. So at the end of trading the points are totaled up.
Two more trading rounds are played. Then the group is divided into three according to their scores,
ie:highest, middle, and lowest scores. Each group gives itself a name. The highest scoring group is then
allowed to make any rules they want (ie: holding all high sqares, forcing low scorer to be their slave,
ect...) A few more rounds are then played with new rules and then stop to discuss the game.
Some recommended questions for evaluation
- How did the different groups feel?
- Do you see how situations like this can occur in reality?
Comments by the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes and its own aims.
This is a well tried and very effective activity which is simple in structure but allows for the explo-
ration of complex issues.
The suggestions for the debrief needs to be elaborated.
Awareness How people can be manipulated by the withholding of information. How information
can be used to empower or control people. How those people who distribute resources influence the
behaviour of the rest. How equality of opportunity depends upon access to resources. How the way
that some people are disadvantage is concealed. How the task and goal can distract people from the
unfair means by which it must be achieved. How teams can be negative and combative forces. Attitudes
Problem solving. Recognising the need to look at process as well as product. Appreciating how being
disadvantaged and advantaged affects behaviour and interaction. Recognizing power relationships.
Recognising how people can be managed by giving them more or less power than others. Skills Problem
solving. Communication. Identifying core issues. Team-work. Knowledge Different types of power.
Subtle uses of power.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Some recommended questions for the debrief: What happened? How did it happen? What were
the underlying causes of how things happened? How did people feel at the start of the activity and
as it progressed? What were the differences between the reactions of the groups? How was people’s
behaviour affected? When did you realise what was actually going on? Did it remind you of anything

112
else? Was it realistic? What actual situations are there where this kind of thing happens? What issues
has the activity raised? How might they be important to us in the future? How does everyone feel now?
Is there anything else that anyone wants to say to the rest of the group before we finish?
"so at the end of trading points are totaled up"/when the leader announces the end of trading, the
total points scored by each team are calculated.

Categories · Social activities

Peace education area · International Education

200 star spinning

· Intercultural Education

Time frame 0-1 Hour;

Summary This activitiy has to be done outside at night when you can see the stars.

Instructions All the participants stand in a wide circle, a few metres apart. Except for 1 person who
stands in the middle of the circle. This person will spin around with their arms out, focusing their eyes
on one star. They shall spin as fast as possible while everyone else counts how many times they spin
around out aloud. The people in the circle count to a predeterimined number, and when the person in
the middle reachs that amount of spins they are sopposed to go to a person pre-selected in the circle,
that person will be the next one in the middle.
Comments by the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet some CISV educational purpose if it is debriefed properly and should be an interesting and
unusual groupwork activity. Awareness Relationship to the environment. The scale of the universe. The
symbolism of stars. How physical excitement stimulates different mental activity. Attitudes Feeling at
ease with the group. Allowing yourself to fantasize. Enjoying a different state of consciousness. Being
less inhibited. Skills Imagination. Reflection. Communication. Support. Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate, except
that if a debrief is carried out - and it would be advisable - and there are large numbers of participants,
they will need to be subdivided into groups of no more than 30 people.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking participants - which star they chose and how they chose it; what they saw as they
started spinning; how they felt as they were spinning; what they saw and thought about while they were
spinning; how they felt when they stopped spinning; what support they needed from other people in
the circle; how it feels to be outside at night time; would they do something like this on their own; have
they ever done anything like this before; the difference it made being outside at night with the group;
what stars mean to them; the meaning that people have given to stars; how does everyone feel now; the
main thought on each person’s mind now. "reachs"/reaches "sopposed to go to a person pre-selected
"/supposed to/should go to a pre-selected person

Categories · Arts and Crafts

· Drama 201 star tourist

Peace education area · International Education

· Intercultural Education

Time frame 2-4 Hours;

Equipment paper,pens

113
Aim discovering cultures, cooperation

Instructions ’... an ALIEN from a distant galaxy lands on our beloved earth. It has to go back imme-
diatly, but he would like to see what earth is like ...’The children have to show It sights from different
countries and tell It something about those countries history, traditions ... (also following the experi-
ences they had during the village and the interchange).
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purposes if the instructions are more detailed.
Will not necessarily meet its own aims and may be better suited for meeting others. Awareness Global
perspective. The diversity of places, peoples and ways of life across the world. Key issues affecting the
whole world. How places are presented to tourists. How the selection and presentation of information
can give different impressions of the same place. Attitudes Appreciating the need to look beneath the
surface. Appreciating the gifts of diversity. Recognising the common needs and problems that all peo-
ple share. Skills Communication. Decision making. Prioritization. Knowledge Descriptive language.
Different countries and peoples.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English Add to instructions as below Ask each person to spend 5 minutes
thinking by themselves and making notes on the following task:- A friendly ALIEN on a peaceful mis-
sion from a distant galaxy lands on our beloved earth. You are the only people the alien has time to
meet. It has to go back within an hour but would like to find out what earth is like. The alien can
transport you all within seconds to any place you choose without any of you being visible. It can col-
lect and store images and other forms of information in its brain very rapidly. Where would you take
the alien. What particular sights from different countries would you show the alien. What would you
choose to show the alien about the way people live. Which people would you wan the alien to see and
what would they be doing. REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 15 ACTIVITY NUMBER 120 ACTIVITY NAME STAR TOURIST Which issues about
life on earth would you want the alien to know about. What would you want the alien to remember
about earth.
Then ask the participants to get into groups of 5 to share and combine their thoughts in an overall
itinerary for the alien, explaining the choices they have made. Ask them to write it onto flip chart paper.
After about 30 minutes, ask the small groups to give feedback to one another, using their flip charts.
Then ask the participants what has come out of that activity; what they noticed about the different
itineraries; how they made their choices; if anyone feels that they left anything important off the "list";
what the itineraries tell us about the world; what would the alien make of the world; is this how national
governments and tourist boards describe the world; how different would international travel be if the
world was shown to people who live in it, the way you chose to show them to the alien.

Categories · Active/running

Peace education area · International Education

202
stick in the bottle

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (string, stick, bottle)

Instructions Tie a stick to a piece of string (about 30cm long) and then attach this to the participant
in such a way that it hangs from the back of their pants. Make sure the sting is attached in such a way
that it can be easily removed and reattached.

114
 Place the participants in groups with a bottle (narrow necked is better) a short distance away. Each
participant runs in turn with the string and stick attached to their pants to the bottle. When they reach
the bottle they must place the stick into the bottle without using their hands (so they have to swat
down). When this has been completed the participant runs back to the group and passes the string and
stick onto the next participant.
Comments by the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but could be a useful warm up.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that 1 hour could be far too long.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
How many people are there in the small groups?
"sting"/string "swat"/squat

Categories · Drama

Peace education area · International Education

203 storytelling

· Intercultural Education

Time frame 0-1 Hour;

Instructions Choose a story or text. Give the reader a particular role for example: Horse racing
commentator, children’s storyteller, dignitary making a speech on a public occasion, priest in a church,
ect... . The reader reads the text as the role would. Change tne reader and the roles.
Comments by University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes, but should help participants to relax with one another.
If there are people with reading or learning difficulties, or who are visually impaired, the activity
will need to be modified so that those people can be part of a section of the group which forms the
audience for the readings and have the task of guessing the role each person is playing.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate, except that if there are more than 20 participants they should be divided into separate
groups. each with its own leader.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Choose a story or text. Give the reader a particular role for example:
horse racing commentator, children’s story-teller, dignitary making a speech on a public occasion, priest
in a church, etc... . The reader delivers one paragraph of the text in role, then another reader is chosen
to continue the reading in a different role. It could be useful to have the roles written on slips of paper
that are folded and put into a hat or box. Participants can then pull a piece of paper from the hat or box
which will tell them in advance which role they are to use, but keep it to themselves.
Debrief the activity by asking the participants which roles they recognised and what they enjoyed
and did not enjoy about the activity.

115
Categories · Active/running
· Trust games 204 submarine

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Summary This game is best played outside with a lot of space.

Instructions The group is divided into approx five groups of 5-6 people and spread over the playing
area. Each group is a ’submarine’ and is going to atack the other submarines as follows:
Each group stands in a line holding each other with both arms by the shoulders. The first person
has their arms outstreached in front of them and is the ’missile’. All are blindfolded except the last
person in the group who can see, and oversees where the other ’submarines’ are, which have to be hit
by the ’missile’.
The caller (the last person in the line) gives directions by patting with the left or right arm (to go
left or right) on the shoulders of the person in front; so does the next person to the next till the first
person feels the direction on their shoulder and then changes direction. When the caller sees that they
can ’hit’ another submarine, he/she pats two arms on the person in front ect... When the first person
feels this, they set themselves loose and just runs forward as a missile (without knowing when he/she
will hit somebody).
When the missile runs into the other submarine, the missile can take one person to his/her subma-
rine. If the missile doesn’t hit anything they should be stopped before they run into a tree or something,
and then the missile can come back to their submarine to start over again. The aim is to have as many
people as possible in ’your submarine’, (other submarines will disappear).
Comments by University of Newcastle
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes but should be an effective group building and communi-
cation and prediction skills activity.
Attention should be paid to whether there are visually impaired people among the particpants, so
that appropriate account can be taken of the way the activity might affect them or how the group can
draw on their skills.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
"atack"/attack "outstreached"/outstretched "ect"/etc
How is a missile that misses its target stopped? Debrief by asking the participants what happened;
how it felt to be directing or to be part of the submarine; what they enjoyed and did not enjoy about the
activity; if it reminded them of any games they played as small children.

Categories · Simulation

Peace education area · International Education

205
survival of the fittest

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

116
Equipment paper; pens

Aim To illustrate the importance of surroundings for an animal and the many other factors that allow
an animal to survive or perish.

Instructions The obect of the game is for participants themselves to play the parts of induvidual ani-
mals or birds in an endangered population, and try to ’survive’ by collecting a complete set of habitate
cards which are hidden within a defined area.
First mark out an outside area to represent your species territory. The make up habitate cards
labelled, ’food’, ’water’, ’shelter’, ’space’, and ’arrangement’, making sure that there is not enough com-
plete sets (all five elements) for all students. Scatter these cards around the territory, some hidden and
some in full veiw. Then give the participants a time limit to find them.
Before you do, remember thet, as in any population, some induviduals will be better equipped to
survive than others. Some will have physical handicappes such as lameness or blindness caused by age
or injury. Some will have young to care for which will increase their need for food and perhaps hamper
their movements. Think up others and write them on separate cards that you put in a hat. Also include
a good proportion of ’healthy and mobile’ cards. Then have participants pick from the hat to determine
their status in the game.
’Healthy and mobile’ induviduals can play as they are. ’Handicapped’ induviduals must put on
blindfolds, hop on one leg ect... , to show how their behaviour would be effected in the wild.
Participants will quickly learn that the game of survival has little to do with fair play, and a lot
to do with survival of the fittest. And in a limited resource environment such as those inhabited by
endangered species, someone always loses.
Discuss the feelings of the participants after the activity.
Comments by University of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
This activity is intended to meet a number of CISV educational purposes, but it is ill-conceived.
The simulation is flawed and does not provide an appropriate analogy for animal life, nor indeed can
participants be expected to emulate or relate to animal life. Important factors are omitted. There is
confusion between population and species issues. To ask participants how they felt at the end of the
simulation either invites them to make wholly unacceptable comparisons with human survival and
predicaments, or to indulge in anthropomorphism. Neither activity will enhance their understanding
of living things and how they survive.
The activity should be deleted from the database.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Name games

Peace education area · International Education

206 switcheroo

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (name tags for each player)

Aim To get to know people and their names.

117
Instructions Payers (wearing their name tags) ’mingle’, when leader gives the cue, players find a
buddy they don’t know and find out as much as possible about that person.
After an elapsed time (30 sec- 2 min) players switch name tags with their buddy and continue to
mingle. Players have assumed the identity of the person whose name tag they are wearing. Step 1 and
2 are repeated several times.
Finally the leader stops the mingling and asks each person to introduce themselves to the entire
group (Remember, players are the person who’s name tag they are wearing). When introducing them-
selves, the group may help them to remember things about themselves if they forget.
VARIATIONS:
- players may be asked to gather specific topics eg: why I jioned CISV, wher I live act...
- players may be asked to communnicate without words.
Comments by Universtiy of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet some CISV educational purposes and its own aims, but needs guidance about debriefing.
Awareness The differences and similarities between people in the group. The other people in the
group with whom individuals instinctively identify. The things we remember about people from our
first encounters with them. How difficult it is to represent another person. Attitudes Openness. In-
terest in other people. Attentiveness. Sensitivity. Skills Listening. Communication. Concentration.
Knowledge Other group members. Advocacy issues.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Payers wearing name tags and ’mingle’. When leader gives the cue,
players locate a person they don’t know and find out as much as possible about them in a set amount of
time (30 sec- 2 min). When time is up the players switch name tags with their partner and assume one
another’s identity, then begin to mingle again . This process is repeated several times, with participants
pairing up with people carrying the identity of a person they do not yet know and finding out about
them. Finally the leader stops the mingling and asks each person to introduce themselves to the

Categories · Communication

Peace education area · International Education

207 t-game

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To communicate without words and to cooperate without words.

Instructions Find a number of words with 6 letters eg: friend, Brazil ect... .
Write each letter on a piece of paper.
Cut every letter in to 6-8 pieces.
Give each participant the pieces to a letter, and they have to make up that letter.
Then the whole group of 6 people has to form the word out of the letters.
Throughout the activity they are not allowed to speak.
Comments of Universtiy of Newcastle:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular.
Will not meet CISV educational purposes but will meet its own, provided it is properly debriefed.
Should be a useful group building activity.

118
 Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English.
For clarification purposes and to debrief properly, amend instructions as follows:- Find a number of
words with 6 letters eg: friend, Brazil etc... . Write each letter on a piece of paper and cut every letter in
to 6-8 pieces. Put the participants into groups of six. Allocate one six letter word to each small group,
but do not tell them what it is. Explain that no-one is allowed to speak during the activity. Give each
participant in each small group all the pieces of one letter and tell them they have to reconstruct it,
without telling them what letter it is. Then the small group of 6 people has to form the word out of the
letters they have reconstructed.
After all the groups have completed the task, ask the participants what happened, what it was like
taking part, how did they solve the problem of not being able to use the spoken word and what they
enjoyed/did not enjoy about the activity

Categories · Ice breaking

· Warm-up 208 talk-quiet

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group walks around (in no order), with everybody making sounds. When one per-
son stops making sounds, everybody has to stop. As soon as everybody is quiet, someone starts making
sounds again (and the group follows) and so on... .
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but will meet its own aims.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
It would be advisable to keep group numbers to a maximum of 30.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking participants what happened, what they enjoyed and did not enjoy about the
activity, what it felt like when they stopped making sounds or started it again.
Amend instructions as follows: Everyone in the group circulates around the room while making
sounds of their own choice. When one person stops making sounds, everybody has to stop. (Anyone
can do this.) As soon as everybody is quiet, another person can start making sounds again (anyone can
do this) and the whole group must follow their lead and the activity continues in this way until the
leader calls ’stop’.

Categories · Active/running

Peace education area · International Education

209 telephone game

· Intercultural Education

Time frame 0-1 Hour;

119
Instructions The group sits in a circle holding hands. One person stands in the middle. Someone
starts with the ’telephone call’ which means squeesing the hand ’once’, of either your right or left
neighbour. The neighbour does the same with their neighbour and so the call goes around in the group.
The call can change direction by squeesing the hand of your neighbour you received the message
from, ’twice’.
The person in themiddle has to look around and trace the call. If that person pionts at the correct
person where the call is then that person then goes into the middle.
VARIATION:
One person can be a telephone operator and make a sound everytime a call comes by.
SIMILIAR ACTIVITIES:
A person in the circle starts an action and everyone else follows by copying the action. The person
in the middle has to try and pick the person who is instigating the changes in action.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but is a useful warm up and concentration activity. Also
known as "Power Stations"
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that it would be advisable not to run the activity with more than 30 people in
the circle.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: The group sits or stands in a circle holding hands. One person leaves
the room and counts to 50, then returns and stands in the middle. While they are out of the room, the
people in the circle start sending the ’telephone call’/’electric current ’ when one person squeezes the
hand of the person on their left or right. Their neighbour passes the call/power/squeeze to the next
person in the circle and the call/current/squeeze goes around in the group. any person can reverse the
call/current by squeezing the hand that just squeezed theirs. The person in the middle has to watch
the participants’ hands and trace the call. If they point at someone receiving the call/power before they
can pass it on to their neighbour, then they change places with them.
Debrief by asking participants what they enjoyed and id not enjoy about the activity; how difficult
it was for the people in the middle to identify where the call/power was.
VARIATION: One person, or two people at opposite points in the circle can be the "telephone ex-
change/s" or "power station/s" and make a buzzing noise every time a call/power passes through

Categories · Role games

· Simulation 210
television market reserach

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment TV-newspapers, pencils, paper, role descriptions

Aim Reflect influence and power of mass media (Television), cooperation, ethics

Instructions The game is played in three rounds. For the first round devide the group into five small
groups. Give each group one role card such as: Children- you are a child of 11 (12, other) years; parents-
you are parent of an x year old child, you and your partner are working the whole day,you are interested
in having a TV programme that does not show violence at times when children watch TV; Pensioner-
you are a pensioner, often you are bored that is why you watch a lot of TV; Advertising- you are a

120
 121

manager of an advertising company you produce clips especially for the target group 11-15; Fashion
company- you are a manager of a company selling fashionable clothes for teenagers. The groups go
to different rooms and think of the TV program thats fits best to the needs/wishes of their role (use
TV newspapers, pens and papers here). After 45 minutes everyoneshould have a list with priorities
for his group’s favourit programme. The groups gather again and are devided into three groups now
(make sure that in each group there is one out of the five first groups!). Again they go to different
rooms, but this time together with a leader who will play the programme director of a TV station. The
representatives of the different role groups shall try to convince him in discussion to accept as much
of their programme as possible. However the programme director will decide more or less only in the
interest of the two company-managers. After another 45 minutes the group gatheres again to evaluate
the game for 30 minutes.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet some of CISV’s educational purposes and partly meet its own.
Needs rewriting for clarity and to remove the final instruction which predetermines the outcome of the
discussion. In order to meet the stated aims of the activity it might also be worth adding more char-
acters and making the small groups larger, so that other social, professional, commercial and political
influences on TV programming can be included. Awareness The messages conveyed by the media. The
self-censorship of the media. How popular culture is shaped by commercial and political interests.
Attitudes Critical appreciation of entertainment and information programmes. Skills Presenting and
holding an argument. Knowledge Media education.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Rewrite instructions as follows: The game is played in three rounds. For the first round divide the
group into five small groups. Give each group one role card such as: Children - you are a child of 11 (
or 12 or other) years. You would like more children’s television programmes. Parents - you are parent
of an x year old child, you and your partner are working the whole day. You are interested in having
TV programmes that do not show violence at times when children are watching. Pensioner- you are a
pensioner, you watch a lot of TV because you have little else to do. You
REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 15 ACTIVITY NUMBER 121 ACTIVITY NAME Television Market Research would
like a wider selection of programmes during the day, including high quality documentaries. Adver-
tising agency manager - your company specialises in producing advertisements targeted at 11-15 year
olds. Managing Director - of a major fashion retailer specialising in clothes for teenagers. The groups go
to different rooms and search the newspapers and magazines that are provided for information about
TV programmes, when they are scheduled and their ratings. They identify the TV programmes that
fit their requirements best. After 45 minutes each group should have prioritized the programme it has
been looking at. The groups are reorganised mixing people from the original 5 groups into three new
groups. Again they go to different rooms, but this time they have a leader who plays the role of pro-
gramme director of a TV station. The representatives of the different role groups try to convince the
programme director that their preferences should be satisfied. However, the two company-managers
will exert pressure on the programme director to act in their interests. After another 45 minutes the
whole group is brought together gathers to discuss what happened; how it felt; the arguments people
made for their preferences; the key issues that were raised by the activity.
Additional roles might be: The proprietor of the TV company/station - has strong political views
and wants to see a party elected into government that will relax existing controls on ownership of TV
channels. Secretary of State - wants to see fewer programmes representing minority views or lifestyles
and more programmes promoting traditional values. Objects to "investigative journalism" on TV which
claims to expose government corruption. Commissioning Editor and Producer of TV programmes -
want to show more high risk programmes that will appeal to younger audiences and/or make more
information about the "establishment" available to the public. Young single person - like to see pro-
grammes that have lots of energy, look at unconventional ways of life and celebrate freedom of choice.
Categories · Arts and Crafts
· Communication 211 the aardvark

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment paper; pens

Aim To illustrate that mental imagery or visual aids in communication or training strongly increase
common understanding.

Instructions Read the discription to follow. Without identifying the object, ask the group to sketch or
draw what the words give them. After you have announced the correct answer as the aardvark, ask the
group toreread the discription to see hoe neatly the words are now reinforced with the mental picture
in one’s mind.
The Discription:
The body is stout, with arched back; the limbs are short and stout, armed with strong, blunt claws;
the ears long; the tail thick at the base and tappering gradually. The elongated head is set on a short
thick neck, and at the extremity of the stout is a disk in which the nostrils open. The mouthis small and
tabular, furnished with long extensil tongue. A large induvidual measures 6 feet, 8 inches. In colour it
is pale sandy or yellow, the hair being scanty and allowing the skin to show.
Discussion Questions:
1. We know visuals can inhance the learning effort. Why arn’t they used more often?
2. What are some problems inhearnt in written communication?
3. Can you recall other iscidents where the written word has been the cause of misinterpretation or
misunderstandings.

Categories · Communication

Peace education area · International Education

212 the lifeboat

· Intercultural Education

Time frame 0-1 Hour;

Aim To help people express their point of view.

Instructions Divide the participants into groups of 4-6 people. Then each person is given a character,
for example, 85 year old female scientist, a rich business man, a 5 year old homeless child, a HIV
positive 35 year old father ect... These people are sitting in a lifeboat together and someone has to get
out or the boat will sink. Now each person in the boat has to say their opinion why they should be
allowed to stay in the boat. When everyones arguement has been heard a discussion is held on the
outcome of the game.
Comments from the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Could meet CISV educational purposes if the characters in the lifeboat are well chosen and properly
constructed. Its own aims might be better stated as "To help people to find out more about putting
their ideas and opinions into words "

122
 Awareness The value of different people’s contributions to society. The importance of having the
freedom to express your opinion. Attitudes Recognising the overriding need for self preservation. See-
ing the merit in other people’s arguments. Skills Articulating ideas. Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate except
that the lifeboat debate should not take up more than 20 minutes.
3. Likely adequacy and clarity of the instructions It is better to tell the groups they must decide who
leaves the lifeboat within a set time limit, but interrupt them 5 minutes before the time is up. Tell them
that the activity is not so much about the decision as the discussion that leads up to it. Requirements
for preparation and debriefing The group leader should have sets of role cards prepared to hand to the
participants. There could be different sets for age group, occupation, gender, economic circumstances,
social status, talents, state of health etc - which are shuffled before each person takes one card from
each set without seeing what is written on any of them.
Debrief in the whole group by asking participants if they nominated anyone to go overboard; how
they chose the character; how they argued for their own survival; what happened during the discussion;
how they felt; the issues that have been raised by the activity; what are they thinking and how do they
feel now the activity is over.
Correctness of English Divide the participants into groups of 4-6 people. Then each person is given
a character, for example, 85 year old female scientist, a rich business man, a 5 year old homeless child,
an HIV positive 35 year old father ect/etc... These people are sitting in a lifeboat together and someone
has to get out or the boat will sink. Now each person in the boat has to say their opinion why they should
be allowed to stay in the boat. When everyone’s arguement/argument has been heard a discussion is
held on the outcome of the game.

Categories · Active/running

Peace education area · International Education

213 the monster

· Intercultural Education

Time frame 0-1 Hour;

Aim To develop cooperation and inititive.

Instructions The object is to get a group of 7 people across a 10 metre (30 foot) area, using only 4
anatomical points simultaneously contacting the ground. A points of contact could be a foot, hand,
knee ect..., but there can only be 4 partsof the groups anatomy on the floor at one time.
RULES:
1: All 7 people must begin at the start line and end at the finsh line.
2: No props may be used.
3: All 7 participants must be in direct physical contact with each other as they make the crossing.
Comments from Newcastle University
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will not meet CISV educational purposes but is an effective team building
and problem solving activity.
Attention should be given to the fact that some participants may have physical disabilities , not all
of which will be visible. The activity should be modified on their advice. A disabled person should only
ever be excluded because they have chosen to opt out themselves, not because they are assumed to be
incapable of participating. If a disabled person chooses not to take part, give them the role of observer
or co-leader.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate

123
 3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: The object is to get a group of 7 people across a 10 metre (30 foot)
area, using only 4 anatomical points simultaneously contacting the ground. A point of contact could be
a foot, hand, knee etc..., but there can only be 4 parts of the groups anatomy on the floor at one time.
RULES: 1: All 7 people must begin at the start line and end at the finish line. 2: No props may be used.
3: All 7 participants must be in direct physical contact with each other as they make the crossing.
At the close of the activity, ask participants what they enjoyed and id not enjoy about it.

Categories · Trust games

Peace education area · International Education

214
the twinkling star

· Intercultural Education

Time frame 0-1 Hour;

Summary A Mongolian Game

Instructions - There must be an even number of people, divide in half, 1’s and 2’s.
- Have everyone stand in a circle (1,2,1,2,ect...) holding hands.
- Have the 1’s lean forward and the 2’s lean back.
- Thus you are using the people on your sides to hold you as they are using you to stay up themselves.
- On the count of three, have the 1’s lean back and the 2’s lean forward.
- A swaying motion should result after awhile, and thus, the star is ’twikling’.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Meets CISV educational purposes in one important respect i.e. it is a co-operative activity from
Mongolia.
Otherwise it is a very good warm up and group building activity.
Awareness A game from a different culture. The pleasure of creating a shape and effect by using
everyone in the group. What helps to build trust. Attitudes Appreciating the co-operative nature of the
game. Seeing how it might reflect the culture of the place where it originated. Appreciating what can
be achieved if you work with people you can trust. Skills Co-operation. Team-work. Group support.
Trust building. Knowledge Different cultural traditions.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Debrief by asking people what the what it was like taking part in the activity; what made it work;
what they needed from each other during the activity; how it felt when they made the "twinkling star";
can they think of any other activities that are similar; what might it tell us about the place where the
activity originated.
SUGGESTION: Find out and share information about life and cultural traditions in Mongolian and
how the "Twinkling Star" relates to them. Was it developed for and is it usually used by children or
adults?

Categories · Drama
· Social activities 215 theatre sports

Peace education area · International Education

· Intercultural Education

124
 125

Time frame 2-4 Hours;

Equipment other: (score board, stop watch, prizes, props, game board)

Summary This event is best held in a hall. Charging an entrance fee can help cover the costs and raise
money.

Instructions Theatre sports is a round robin event between any amount of teams.
Teams are made up of 4 people.
Teams compete against each other, playing dramatic improvisation games (see later) and are awarded
points for each performance.
Round robin takes place over 3 or 4 rounds depending on time. First round, teams have 2 minutes
to complete each performance, second round, 3 minutes, third round, 4 minutes ect... .
A 10 secound bell is rung 10 seconds before the end of the performance.
Two teams play off against each other - captains toss a coin and the winner chooses the type of game
and who goes first.
Both teams perform the game and that type of game can not be played again in that round.
4 judges are required and judged by the ’10 commandments’,(see later).
An MC is also required who chooses the teams to compete, keeps time, and throws sweets to the
crowd. The MC also provides a topic, first line ect... if required by the type of game.
THEATRE SPORTS GAMES
Song:
A title for a song is given. The teams improvise an ORIGINAL song - words and music.
Truth:
A scene or line of dialogue is given. The team improvises the truth of the scene. This is to be done
as realistically as possible. ’Teams are not to play for laughs’.
Statues:
The opposing team members place the four players into strange positions. The team must then play
out a scene ending in the given position. They have time to look at their positions before the game
begins.
Word at a Time Story:
The title of the story is given. The team members must tell a story, one word at a time in rotation.
Typewritter:
he first line of the story is given. A team member types a story, speaking out loud. The others
improvise the story taking over from the typist at times. Although the typist has priority, the story
characters may speak and extend the story.
Death in a Minute:
A place is given. The scene is acted out. At the end of one minute at leats one team member must
be ’dead’.
Emotions:
A situation is given. Team members must act out the scene in a neutral emotion. They are then
given two other emotions in which to act out the original scene.
Entrances and Exits:
A place is given. Team members must enter and exit the scene as often as possible provided the
entrance or exit is justified. They may enter as new characters each time as necessary.
Expert Double Figures:
An interview situation. The first question or line is given. Two players become the arms for the
interviewer and interviewee.
Poem:
A first line or title is given. Players then say each line in rotation. NOTE it is easier if only the 2nd
and 4th lines rhyme.
Scene Without a Question:
A situation is given. Players are then eliminated from the action as soon as they ask a question.
 126

Slow Motion Commentary:

A sport or action is given. Two team members play the given sport in slow motion to a frenzied
commentary from the other two. The actions must be done in slow motion and the commentary must
be excited but audible and clear.
Gibberish Interpreter:
An interview situation. The first line or an area of expertise is given. An interviewer interviews an
expert who only speaks gibberish (made up language) with an interpreter who speaks both English and
gibberish.
HINTS FOR BETTER PLAYING
* Deploy your team. Not all team members need to be on stage all the * Practice status positions.
You may find it easier to get straight into a new situation if you have provisional ’pecking order’.
* Use props, think laterally about their use.
* Transitions, eg: if your playing a love scene start as something else (two brain surgeons operating)
and surpass us with a love scene.
* Recapitulate. The audience loves when you reintroduce earlier material from your naritive to tie
up all loose ends. The more improbable the better.
* The best teams are those who are considerate of each other. Think of ways to help your team mates
not ways to shine.
* If someone has a good idea, accept it, don’t modify it to death. Advance current ideas before
introducing your own.
* try to make a clean ending for the scene when you hear the 10 second bell.
* Don’t be afraid of the obvious, overstriding for originality is bad for spontaneity.
* Don’t be afraid of the audience, they are not laughing at you but with you.
JUDGING
* Penallties are awarded for undue obscenity, delaying tactics and interference with the work of
other teams.
* Good teams are those whose scenes/stories have a beginning, middle, and an end in the allotted
time limit.
* Points may be awarded for such things as originality, hummour (where appropriate), working in
themes and subjects no matter how bizarre, taking risks, and entertainment value.
* Judges do not consult each other and each judges decision is final no matter how ludicrous.
- Points awarded may be based on the following ’Ten Commandments’:
1. Thou shalt not BLOCK eg: ’it’s got three legs!’ ’No it hasn’t’
2. Thou shalt always retain FOCUS.
3. Thou shalt not SHINE above thy team mates.
4. To GAG (laugh, stay silent ect...) is to commite a sin that will be paid for.
5. Thou shalt always be CHANGED by what is said to you.
6. Thou shalt not WAFFLE.
7. When in doubt, BREAK THE ROUTINE.
8. To WIMP (being uncreative and unhelpful, stalling) is to show thy true self.
9. He that tries to be CLEVER is not, while he that is clever doesn’t 10. When the faith is low, thy
spirit weak, thy good fortune strained, and thy team losing, be comforted and smile because IT JUST
DOESN’T MATTER!
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes and without some modification, because of the level of
competition and exposure that the task demands, runs the risk of undermining some of them.
This activity needs rethinking in several ways, e.g. why have "10 commandments" and not 10 rules?
The commandments number 8 is unacceptable. "Hints" would not be needed if the rules were made
open - why is this not done? Who is the audience? There is not enough guidance for the leader. Out-
comes including the reference to throwing sweets to the crowd are not properly explained.
It should be temporarily removed from the database until it has been rewritten.
Awareness Attitudes Skills Knowledge
 2. Appropriateness of the age grouping, time frame and number of participants
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English

Categories · Arts and Crafts

· Discussion
· Other
216 time capsule

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment Magazines, scissors, glue, tapes, newspapers and tape recorder

Aim Explore values

Instructions Tell the group that they have been chosen to select material to put into a time capsule
which will be sealed for two thousand years.
They have to select a song title, 3 newspaper articles, 2 photographs, and a 5 minute tape recording.
Discuss: - What is expressed by the song title and the photographs?
- What are the subject areas of the tape?
- Why did you choose these newspaper articles?
- What would someone think if they found the capsule in 4.000 A.D.?
Comment by the University of Newcastle
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purposes and its own aims with more thorough
instructions. Needs to show the difference between representing your own values and representing the
prevailing values. Awareness Prevailing values of our time. Historical perspective. Attitudes Discrimi-
nating between personal values from norms. Skills Decision making. Prioritization. Knowledge Other
people’s values.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions as follows: Tell the group that they have been chosen to select material to put
into a time capsule which will be sealed for two thousand years. They have to select a song title,
3 newspaper articles, 2 photographs, and a 5 minute tape recording. The participants then get into
groups of 5 and selection items that would tell people of the future what it was like in the 1990’s.
They are asked to choose songs, photographs, newspaper articles and the subject and content of a tape
cassette recording that they can make themselves. They should think about the information that would
give future generations their own perspective on the world and then think about whether their selection
would change if the information gave an overall picture of what the world is like. The small groups
write their ideas on a piece of flip chart paper, then give feedback to one another. The groups discuss
what the selections say about one another’s priorities and values and if they correspond to the priorities
and values that dominate the world. What do their selections have in common? Does this say anything
about youth issues? What do the songs and photographs express? What subject areas were covered in
the tapes? What influenced the choice of newspaper articles? What impression would the contents of
the capsules make in 4.000 A.D.? What would it tell future generations about the 1990’s. What have
they discovered from the activity; what are the main issues it has raised; how do people feel at the end
of the activity.

127
Categories · Communication
· Quiz games 217 touchie feelie

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Instructions Construct a ’feel box’ by cutting one end from a shoe box and covering the opening with
a piece of cloth. PLace a nature object in the box without the participants seeing what it is. Have one
participant feel the object and describe it to the rest of the group. See how quickly they can guess what
it is. Switch ’feelers’ and objects so each participant has a chance to describe the mystery thing.
Comments by Universtiy of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but is a useful team building activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that in groups of more than 20 participants some people would not get a chance
to contribute at all, because it would be far to tedious having more than 20 objects and in large groups
some people would be reluctant or too un-assertive to make suggestions about what the objects might
be.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Adequate and clear

Categories · Name games

Peace education area · International Education

218 train game

· Intercultural Education

Time frame 0-1 Hour;

Instructions The group stands in a circle with one person in the middle. That person acts as a train
(including sounds) and ’rides’ up to someone in the circle, says their name, shakes hands and asks the
name of the person in the circle. After the reply the person in the middle jumps up three times waving
their arms at the same time saying out loud the name of the person in the circle. Then this persom joins
the train by holding on the back, the train continues on to the next person ect... .
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but could be a useful warm up and ice-breaking activity,
but needs slight modification to give it more point.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate, except that it could be difficult or boring to do with groups of more than 30 people
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Modify instructions as follows: The group stands in a circle with one person in the middle. That
person acts as a train (including sounds) and ’travels’ up to someone in the circle, says their own name,
shakes hands and asks the name of the person in the circle. After hearing the reply, the person in the
middle jumps up three times waving their arms at the same time saying out loud the name of the person

128
in the circle. Then this person joins the train by holding on the back, the train continues travelling until
the person at the front decides to stop in front of another participant, introduce themselves and hear
the other person’s name. The person at the head of the train introduces them to the person at the back of
the train, who repeats the name of the driver, their own name and the name of the person who has just
been introduced. The person who has just been introduced joins the back of the train. Every time the
train stops at another person in the circle, the person heading the train introduces them to the person at
the back of the train, who has to repeat the names of everyone who is in fron t of them, then the person
who has just been introduced. If the person at the head of the train gets a names wrong , or forgets one,
they must go to the back of the train. If a person at the back of the train gets names in the wrong order,
the other people in the train call out their own names, starting with the person at the head of the train
and finishing with the person at the back.
At then end of the activity when everyone has joined the train, ask them to travel round in a circle
while each person calls out their own name in turn, sitting down on the floor as they do to reform a
circle. Then ask them what they enjoyed and did not enjoy about the activity; do they think it might
help them to remember anyone’s names

Categories · Quiz games

Peace education area · International Education

219
trans ’country’ railways

· Intercultural Education

Time frame 1-2 Hours;

Equipment paper; pens; other (large open area)

Aim To help people learn more about their or another country.

Instructions The activity consists of around 8 stations, 7 focusing on specific regions or aspects of the
country, and the last station representing the whole country.
Each station is organisied by one or a group of people who are responsible for leading a 10 min
game on that region or aspect. It should be a simple game but also contain some amount of relevent
content, like amazing facts about the region or things that make it unique from the rest of the country.
Comments by the University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes and its own aims, provided the information used for the
games is authentic and not superficial.
Awareness The diversity of circumstances to be found in one country. The range of information that
can be gathered about one country. How different parts of the same country develop differently. How
regional history and interests differ from national history and interests. Attitudes That you should not
categorise people because of their nationality. That you should not make generalisations about a whole
country. Open minded . Skills Research and information. Team-work. Communication. Creativity.
Knowledge Of the features and issues affecting one country.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate, except that there is not enough time allowed for research for and preparation of the
games.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Give the participants time to research the region/aspect they have been allocated and to find reliable
sources of information. Debrief by asking the participants to say what they have discovered from the
activity; what they learned from each other’s games; how the games helped them to remember the
information about the regions/aspects; the overall picture they have of the country now; the differences

129
and similarities they noticed between the information about the regions/aspects; what more they would
like to know about the country or its regions

Categories
· Other
· Arts and Crafts
220
united nations day (24th october)

Peace education area · International Education

· Intercultural Education

Time frame 1-2 Hours;

Equipment other:whatever you need for the activities you have chosen to do.

Aim Discovering cultures, becoming friends.

Instructions Examples of what you can do:

* Invite people of different ages from different cultures or organisations.You may organise a party
together with the different people.
* You may light a candle for peace and friendship for each one of the members of the United Nations.
* A one-evening workshop on the United Nations.
* Arts and crafts from different countries.
* What about making an exhibition with arts and crafts, dolls with national costumes, etc.
Comment by the University of Newcastle
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will meet CISV educational purposes and its own aims, with minor amend-
ments. It is important to indicate how the people from different cultures or organisations should be
contacted and approached, so that they do not feel patronised. It would be advisable to make sure
there is an appropriate theme for the day, like " Peace" or part of the UN Declaration for example, on
which all the contributions should focus. This would prevent any possibility of tokenism or cultural
tourism. The "candle for peace and friendship"included in the instructions is a good example of this.
Awareness Diversity of culture in the community. Things people have in common. Attitudes Accep-
tance of differences and recognition of similarities. Friendship. Skills Organisation. Communication.
Interpersonal and social. Knowledge One another’s backgrounds and interests.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English Adequate apart from features referred to in section 1.

Categories · Drama

Peace education area · International Education

221
washing an elephant

· Intercultural Education

Time frame 0-1 Hour;

Instructions A few volunteers go out of the room. The first one has to mime washing an elephant
while volunteer number 2 watches. Number 2 has to guess what it is without saying it, and then
volunteer number 3 comes in and it is mimed again (and so on with other volunteers). After all the
mimes all the person are asked what they thought the mime was sopposed to be.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.

130
 Will not meet CISV educational purposes, but is an effective warm up, concentration and group
building activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate, except
that with large numbers, the audience for the mime will be too large so it would be better to split the
participants into two separate groups each with its own leader.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
For clarity, amend instructions as follows: A number of volunteers go out of the room. The rest of
the group will the audience and are told what is about to happen. One of the volunteers comes back
in and is told to mime washing an elephant while a second volunteer watches. The second volunteer
comes in and has to guess what the mime is without telling anyone. Then the third volunteer comes
in and the mime takes place again, but his time with the second volunteer joining in. The process is
repeated until all the volunteers have joined the mime. After all that, everyone is asked what they
thought the mime was supposed to be.
Debrief by asking participants what happened; how they decided what to mime; what they enjoyed
and did not enjoy about the activity

Categories · Simulation

Peace education area · International Education

222 web of life

· Intercultural Education

Time frame 0-1 Hour;

Equipment other (balls of wool; 2 pair of scissors; soft background music).

Aim To show how different animals and plants are dependent on one another, and how if one is
destroyed, all organisms are effected.

Summary There should be almost as many balls of wool as participants.

Instructions Ask everyone to stand in a group, about arms length away from one another. Explain
that the wool is to be used to make lines of connection between the various elements of a rainforest
(birds, trees, moss, insects, monkeys, lizards, ect...).
Instruct them to tie the loose end of a ball of wool around their waist, then throw the wool to
someone else in the circle who passes the wool around their waist and throws it to someong else. Do
this until the wool runs out!
Ask people to look at the web and consider how all the elements in a rainforest support each other.
Comment on how this could represent the entire planet. You could assign meanings to the colours of
the stings (red for insects, green for plants ect...).
As a possibility, have everyone choose a role for themselves, animal, bird, insect, reptile (all specific),
human, water, sun, earth, air, ect... and decide on a sound and/or action to represent it - do some role
playing.
Now get the scissors and explain that they represent thethreats to life in the rainforest and on the
planet. Explain what each cut means when it is made. When all the strings are cut around a person,
they lack support and sink to the ground like a felled tree.
CUT 1: Trees are felled for making paper and furniture, destroying habitate for animals, plants and
forest peoples.
CUT 2: The land is cleared for cattle ranching to feed the western cattle market and the exposed soil
is washed or blown away.
CUT 3: The lack of vegitation causes a drop in rainfall, and what was forest become desert.

131
 CUT 4: Towns and industries spring up causing pollution.
CUT 5: The loss of forests as well as the buring of fossil fuels, cause global climate changes over
many years.
CUT 6: Oppressed and poverty stricken people fight for rights, wars are fueled.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes, provided the instructions are modified. This is not really
a simulation as it stands and needs to involve participants in more decision making in order to be
effective, for example they could decide on the connections between the elements. The list of cuts
are too "instructional’ and some of them have too many different elements to them. They should be
rewritten and the decisions about the consequences left to the participants..
CUT 6 should be deleted because it could give the impression that oppressed and poverty stricken
people are responsible for wars.
Awareness The relationship between humans and the natural environment. Ecology. The interde-
pendence of living things. How natural resources are exploited. The impact of industrial development
on the environment and people’s lives. Attitudes Appreciating how different life forms connect. Appre-
ciating the complexity of ecological systems. Skills Visualisation. Logic. Communication. Knowledge
Environmental and development issues.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that with more than 30, the debrief will need to be carried out in two separate
groups.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Modify instructions as follows: Ask everyone to make a circle, standing about arms length away
from one another. Explain

Categories · Drama

Peace education area · International Education

223
what do i do for a living?

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

Instructions A simple scene is set, eg: a bus stop. Participants are divided into teams of about five,
and each player chooses an occupation, writes it on a piece of paper and hands it to the group leader.
When players enter the playing area they are focussing on their occupation. Players do not know each
other and avoid dialogue.
A person is on the sidelines and alters the situation by saying things such as, ’Feel the occupation in
your whole body, hands, feet, neck!’. Later on when the occupations begin to emerge ’Keep repeating
your profession’, ’The bus is comming’, ’The bus is delayed’ ect... .
VARIATION:
Mix up the occupations and pass them out at random to player just before entering the playing area.
EVALUATION:
What where the occupations?, did the players show or tell?
Does the body structure/language alter in some professions (doctor/labourer)?
Is it an attitude that creates change or is it a work environment?
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes if the instructions are modified. It is more than a drama
activity, it is a communication activity
Awareness How work affects the whole person. The pressures of working life. The different results
and effects of different types of work. The significance of role and status in the workplace. Occupational

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health issues. Attitudes Appreciating how working conditions can influence relationships within and
outside the workplace. Recognising how stressful work can be. Appreciating how work can change
how people behave. Skills Role play. Communication. Interpretation. Deduction. Knowledge Body
language. Indicators of stress.
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate, except that participants should be in groups of no more than 20 people for the debrief.
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Modify instruction as follows: A simple scene is set, eg: a bus stop. Participants are divided into
teams of about five, and each player chooses an occupation, writes it on a piece of paper and hands it
to the group leader.
The "stage" is marked out and the scene is set as a bus stop where each person is waiting to catch
a bus or be picked up by someone who is giving them a lift to work. They must imagine REVIEW OF
CISV ACTIVITIES DATABASE
PAGE NUMBER 32 ACTIVITY NUMBER 241 ACTIVITY NAME WHAT DO I DO FOR A LIVING?
they do not know each other and must not speak to each other. The teams take turns acting out
their bus stop scenes and being the audience.
The players from one team enter the "stage"area, thinking about and concentrating on their occupa-
tion. Allow the audience to guess the different occupations as the bus stop scene takes place, but ask the
players not to respond until after it is over. The leader stands on the sidelines and develops the scene,
guiding the participants as follows:- "Feel what it would be like to be in your occupation. Now show
the effects of your occupation in the way you hold, move or make gestures with your head... shoulders...
arms... hands... back... feet... legs... neck... and finally in your whole body. Keep on holding/moving
your body as realistically as possible. Are you carrying anything? Will you want to look at or to check
anything? The bus/your lift is late... The weather is changing. You have remembered something you
need to do for someone in your family. You have something to look forward to tonight... The bus/your
lift is coming"
When the scene is finished, ask the audience to call out the occupations they thought they saw and
tell the players to step forward if theirs is called out. Then ask the players what occupations they
thought they saw. If the audience and players do not guess some of the occupations, ask the players
concerned to step forward and say what they were.
The next team acts out their bus stop scene and so on until all the teams have presented their role
plays.
DEBRIEF What where the occupations? How did the players show or tell what they occupations
were? On what basis did we identify/guess what they were? Did we have different or similar per-
ceptions of any of the occupations that people were representing? Does the body posture, shape and
language alter in some professions (doctor/labourer)? What did the activity tell us about working lives
today? What did the activity tell us about the demands or pressures on different workers? What did the
activity tell us about the way workers feel about and are affected by their occupations? How does the
work environment affect our attitude to work? How does the work environment affect our bodies, body
posture and body language? How does our attitude to work affect our body posture and language? How
does the type of work we do affect our bodies? REVIEW OF CISV ACTIVITIES DATABASE
PAGE NUMBER 32 ACTIVITY NUMBER 241 ACTIVITY NAME WHAT DO I DO FOR A LIVING?
What issues have been raised by the activity? How did people feel while they were acting out their
roles? What did they base them on? How does everyone feel now?
VARIATION: Write your own set of occupations on separate pieces of paper or card, mix them up
and pass them out at random to players just before they enter the playing area.
Categories · Quiz games

Peace education area · International Education

224 whistle game

· Intercultural Education

Time frame 0-1 Hour;

Equipment other: (whistle)

Aim Have fun!

Instructions Three to five volenteers are taken out of the room, while the rest of the participants sit
in a circle, facing in, shoulders touching. The leader stands in the middle of the circle and has a whistle
hanging down his/her back on a string, so it is barely visible.
The participants in the circle are told to keep their hands behind their backs and pretend to be
passing a whistle. In reality the only whistle is the one on the leaders back, and when she/he comes
near a person in the circle, that person will blow the whisle with out the volenteer seeing.
Once everyone in the circle is sure what they have to do a volenteer comes into the circle and the
game is explained to them by saying, There is a whistle being passed around the circle and you have to
figure out who has it (of course no one has it so the person will never find who has the whistle).
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
will not meet CISV educational purposes but will be an warm up, effective concentration and group
building activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
For the purpose of clarity, amend instructions as follows: Three to five volunteers are taken out of
the room, while the rest of the participants sit in a circle, facing inwards with their shoulders touching.
The leader stands in the middle of the circle and has a whistle hanging down his/her back on a string,
so it is barely visible. The participants in the circle are told to keep their hands behind their backs and
pretend to be passing a whistle. In reality the only whistle is the one on the leaders back, and when
the leader comes near a person in the circle, that person must blow the whistle without the volunteer
seeing. Once everyone in the circle is sure what they have to do, a volunteer comes into the circle and
the game is explained to them as follows:- " There is a whistle being passed around the circle and you
have to figure out who has it" The volunteer will not find the whistle unless they guess the trick that
has been played and it is up to the group to try to conceal what is happening as well as they can, so that
everyone - or as many a people as possible - can blow the whistle before the volunteer guesses. If the
volunteer does not guess, the secret is kept until all the volunteers have had their turn.
Repeat with the other volunteers.
Debrief by asking the participants how they managed to conceal the trick; what gave the secret
away; what they enjoyed and id not enjoy about the activity

Categories · Active/running

Peace education area · International Education

225
who’s afraid of the big bad man?

· Intercultural Education

134
Time frame 0-1 Hour;

Instructions One participant is ’the big bad man’ and stands in an area between two teams made up
of the rest of the participants. When the person in the middle says ’Who’s afraid of the big bad man?’,
both teams answer ’Nobody!’. At this point the members of both teams run to the opposite side, and
the ’big, bad man’ tries to catch them. Whoever is caught, stays in the middle and helps to catch the
rest of the participants.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not meet CISV educational purposes but could be a useful warm up activity.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Adequate and clear.
Debrief by asking participants what they enjoyed and did not enjoy about the activity and did it
remind them of any childhood games they have played.

Categories · Communication
· Warm-up 226who’s the leader

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment none

Aim TO WARM UP PARTICIPANTS UP, TO MAKE THEM COMMUNICATE

Instructions The participants sit in a circle. A volunteer leaves the room. The group chooses a leader
who is supposed to make simple movements that everybody can follow (ex:clapping hands, snapping
fingers,etc.)
The leader starts the movement right before the volunteer enters the room. The volunteer shall then
try and find out who is the leader is. The leader has to change his movement with short intervals and
the group follows. The volunteer gets three guesses. Everybody remains silent while playing. Play
again with another volunteer and leader.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Will not meet CISV educational purposes but is an effective warm up activity
which also develops concentration.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Rewrite for clarity as follows: The participants sit in a circle. A volunteer leaves the room. The
group chooses a leader who decides on a simple movement that everybody can follow (e.g. clapping
hands, snapping fingers, etc.) The leader starts the movement just before the volunteer re-enters the
room. The volunteer has three guesses at who is the leader. While the volunteer tries to guess the
leader’s identity, the leader keeps changing the movement and the group follows each time. Everybody
remains silent while playing. Repeat the process with a new volunteer and leader.

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 When you stop playing the game, ask participants what they enjoyed and did not enjoy about the
activity, how it felt to be the leader and the volunteer.

Categories · Active/running

Peace education area · International Education

227 winking

· Intercultural Education

Time frame 0-1 Hour;

Instructions Form a circle with chairs, with the girls sitting on the chairs and the boys standing
behind them outside the circle. One of the chairs is empty and the boy who is standing behind that
chair winks at a girl. Once the girl see him wink at her, she gets up and runs for his chair. However
when she is trying to get up and change chairs the boy behind her tries to catch her on the shoulders
(all the boys must start with their hands behind their back). If the girl gets caught she stays where she
was, other wise she goes to the new chair.
* Change roles with the boys sitting and the girls standing.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will not eet CISV educational purposes but could be a useful warm up and energising activity.
There is no need for the gender split in the seating arrangements and it could spoil the activity by
giving it sexist connotations.
Awareness Attitudes Skills Knowledge
2. Appropriateness of the age grouping, time frame and number of participants
Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
"see"/sees
Debrief by asking what people enjoyed an did not enjoy about the activity.

Categories · Communication
· Simulation 228 world game

Peace education area · International Education

· Intercultural Education

Time frame 0-1 Hour;

Equipment pens; paper; other (ruler, scissors, paper clips)

Aim To learn that cooperation is essential for sirvival.

Summary We would make better progress for ourselves and for others on the planet if we cooperated
rather than competed.

Instructions 1. Divide the participants into four groups of equal size.

2. Give each group one of the four packets as outlined below, plus ine copy of the rules and one
copy of the tasks.
3. Set a time limit of 20 minutes for tasks to be completed.
4. Observe interaction between and among the groups but give no furthur direction or advice.

136
 137

5. Stop the task activity at the schedualed time even though all or most of the groups will probably
not have finished.
6. Open for discussion and ask participants what factors prevented and enhanced task completion.
7. Direct them to draw comparisions between their acts of competition and cooperation and those
of developed and developing nations on the planet. Ask them to think of positive changes that might
alter existing inequalities.
TASKS:
1. Cut one square 10cm x 10cm on white paper.
2. Cut two rectangles 14cm x 8cm - one blue, one yellow.
3. Cut one triangle 12cm x 12cm on green paper.
4. Cut four squares 12cm x 12cm on red paper and attach with clip.
RULES:
1. Paper must be cut not torn.
2. All measurements must be accurate.
3. Tasks must be completed in the time allotted.
4. Trading between the four groups in allowed.
5. No materials other than thoses in the packet may be used.
6. The first group to complete all the tasks is the winner.
PACKET 1: PACKET 2:
1 sheet of white paper. 1 sheet of white paper.
1 sheet of blue paper. 1 sheet of blue paper.
1 sheet of yellow paper. 1 sheet of yellow paper.
1 sheet of green paper. 1 sheet of green paper.
2 sheets of red paper. 1 ruler.
1 ruler. 1 pencil.
1 pencil 3 paper clips.
1 pair of scissors.
PACKET 3: PACKET 4:
1 sheet of white paper. 4 sheets of white paper.
1 sheet of blue paper. 4 sheets of blue paper.
3 sheets of green paper. 4 sheets of yellow paper.
6 sheets of red paper. 1 pencil.
1 ruler. 6 paper clips.
3 paper clips.
LEARNING OBJECTIVES:
The participants should be able to:
- recognise that competition prevents early completion of the tasks.
- make the parallel between the simulation and rich and poor nations on the planet.
- extend the exercise by looking at new means and possibilities for global cooperation.
Comments by University of Newcastle:
1. Fulfilment of the educational purposes of CISV in general and specific programmes in particular.
Will meet CISV educational purposes with a proper debrief. The guidance about debriefing encour-
ages leading questions.
Awareness How the rules and structures laid down for us affect our behaviour. How the unequal
distribution of resources leads to limits on people’s achievement. How people are judged on their
achievements, regardless of their unequal access to opportunities and resources. How we may not be
aware of what is happening to other people. How we can be manipulated into situations which create
and exploit inequality. How people are conditioned to compete. Attitudes Assessing situations before
we get involved. Wanting to be better informed and get the whole picture. Appreciating the way that
people are categorised because of circumstances beyond their control. Recognising that the need to
achieve and produce can prevent people from co-operating. Recognising that to co-operate may some-
times mean defying the system. Skills Problem solving. Team- work. Communication. Perceptiveness.
Assertiveness. Knowledge Global distribution of wealth and resources.
 2. Appropriateness of the age grouping, time frame and number of participants
Appropriate except that with larger numbers it may be necessary to split participants into two sep-
arate groups for the debrief, each with its own leader. 3. Likely adequacy and clarity of the instructions
including requirements for preparation and
Amend debrief as follows: 6. Open a group discussion and ask participants what happened; what
factors prevented and enhanced task completion; how the scene was set; how the task was explained
and set up; the role that the leader played; what they noticed as the activity progressed; how they felt at
different stages of the activity; if their behaviour changed during the activity; what were the underlying
problems and who was really responsible for them; how could the situation have been changed so that
things happened differently. 7. Ask them if the activity reminded them of any other experiences; when
and how groups of people are most likely to be led into similar situations; does this kind of situation
exist on a larger scale anywhere in the real world; what are the causes and who is responsible; how
could those situations be changed and what prevents that from happening.
"sirvival"/survival "ine"/one "schedualed"/scheduled "in"/is (is not?) "thoses"/those

Categories · Arts and Crafts

Peace education area · International Education

229 world news

· Intercultural Education

Time frame 1-2 Hours;

Equipment newspapers, magazines, scissors, glue, marker pens, large sheets of paper

Summary Before the activity, the group should collect all kinds of newspapers and magazines from
different countries of a certain date and bring them to the activity.

Instructions Split into three smaller groups and allocate assignments to each group:
First group: Cut out all the main headlines and put them on a big sheet of paper.
Second group: Cut out articles in different languages, that are dealing with the same subject and
put them on a big sheet of paper.
Third group: Cut out nice pictures and put them on a big sheet of paper.
If you really have large numbers of people, you may need six or nine smaller groups)
After they have completed their assignment, all groups discuss how things are seen by different
cultures in different countries.
Comment from the Newcastle University:
ASSESSMENT 1. Fulfilment of the educational purposes of CISV in general and specific pro-
grammes in particular. Could meet CISV educational purposes if it were further developed. The in-
structions are too vague and do not offer a proper process by which to analyse "World News" as they
stand, but the activity could be very productive.
Awareness The bias in the way news is reported. The priorities of the press. Different perspectives
on the same events. How words and images can shape opinions. Attitudes Recognising nationalism in
the press. Analysing information. Questioning the way events are reported by the press and media.
Skills Discernment of fact from opinion. Research. Knowledge Press and media.
2. Appropriateness of the age grouping, time frame and number of participants Appropriate
3. Likely adequacy and clarity of the instructions including requirements for preparation and de-
briefing and correctness of English
Amend instructions to read as follows: Before the activity, the group and the leader should collect
all kinds of newspapers and magazines from different countries which were printed on the same day/in
the same week to bring with them.
Divide the participants into three small groups and allocate assignments to each group. First group:
Cut out all the main headlines from all the publications and put them on a big sheet of paper. Second

138
group: Cut out articles in different languages dealing with the same subject and put them on a big sheet
of paper. Third group: Cut out the most important/interesting and/or appealing pictures from all the
different publications and put them on a big sheet of paper.
REVIEW OF CISV ACTIVITIES DATABASE PAGE NUMBER 18 ACTIVITY NUMBER 131 ACTIV-
ITY NAME WORLD NEWS
If you have large numbers of people, you may need six or nine small groups. In that case, add the
following assignments:- Fourth group: Find the articles that are about children from all the publications
and put them on a big piece of paper. Fifth group: Find all the advertisements for charities or voluntary
organisations from all the publications and stick them on a big piece of paper. Sixth group: Find all
the articles about crime that appear in the publications and stick them on a big piece of paper. Seventh
group: Find all the articles that are written about a famous person that appear in the publications and
stick them on a big a piece of paper. Eighth group: Find all the articles on the environment that appear
in the publications and stick them on one big piece of paper. Ninth group: Find the shortest articles
that appear in the publications and stick them on a big piece of paper.
After they have completed their assignment, let all groups view, translate where necessary and
discuss the items on one another’s sheets of paper. Ask them to form 3 (or more) different groups
with the same number of people in them as those that carried out the assignments, but with a person
from each of the original small groups in all of them. Now ask them to discuss what they discovered
from comparing the different pieces of paper; what differences and similarities there were between the
choice of subject for the pictures, stories or advertisements printed in the publications from different
countries; whether stories, pictures or advertisements in publications from different countries reported
the same issue or event in a different way; if they noticed any differences in overall style between the
publications; the kinds of people and events to which the different publications gave the most and least
space.
Ask the small groups to report back to the whole group. Ask the whole group to say what they have
discovered from that activity and what it was like taking part; did they find at any time that their group
needed to use the same article/picture as another group; what overall impression did the publications
give about what was "World News"; what did the differences and similarities between the publications
tell them about the country where each of them was written; what did the differences and similarities
tell them about the press; what headline would they use for a front page article about the "World News"
as it appeared in the publications they have searched.

Categories · Arts and Crafts

Peace education area · International Education

230
worlds of difference

· Intercultural Education

Time frame 1-2 Hours; 2-4 Hours;

Equipment paper; pens; datas

Instructions A look at how different cultures describe the creation of the world shows us how peo-
ple regard wildlife. Make a creation story poster with pictures and text which represents each of the
different views. Some suggested subjects are:
The Australian Aborigine World The Humanist World
The Chinese World The Jewish World
The Christian World The Muslim World
The Hindu World The Yanomamo Sanema World (South Americia)
Debrief by asking participants to display their pictures/illustrations/posters, look at the display
and take time to discuss the different pieces of work with one another. Then ask participants what
they discovered from their own and other people’s work; what are the common and differing features;

139
the most important things that have emerged from the activity; the thoughts and feelings that are
uppermost in their minds now that the activity is over.

Categories · Communication

Peace education area · International Education

231 wuzferdinner

· Intercultural Education

Time frame 0-1 Hour; 1-2 Hours;

Equipment paper; pens

Aim To develop an understanding of how what we eat and the choices we make affect the environ-
ment.

Summary In a viilage at the ’Childrens’ Parliment’ this activity could be incorperated by making the
question ’What would you like to eat for an environmentally friendly dinner?’ part of the agenda.
Prewarning in delegation time would probably be advisable, so th

Instructions This game is based on taking lot and lots of suggestions and negotiating for a meal, that
won’t disrupt the kitchen staff and village budget too much.
Propose these considerations to your delegates in delegation time (after giving them the above ques-
tion to ponder).
- food that is not (or only minimally) prepackaged. eg: fruits and vegetables that come in their own
skins, not in cans or wrapped in plastic.
- food that has been grown/produced close to the area the village is located in - nothing that found
it’s way to the grocery store by a 5000 mile truck route.
- foods that are grown without pesticides.
- foods that contain no preservatives.
’Environmental embargos’ are okay by avoid getting political in any way. Keep the focus on clean,
simple, unpackaged foods to avoid conflict.
When a menu, complete with alternatives has been astablished abd accepted (remember not to
impose) have the delegates write out a gigantic ’What/Why Menu Board’ to be displayed during the
mealtime.

Categories · Warm-up

Peace education area · International Education

232 yes

· Intercultural Education

Time frame 0-1 Hour;

Aim To become reenergised.

Instructions The group stands in a circle. Everybody starts say ’YES’ and then louder and louder.
Arms can be used to emphasis the word. The language can be changed (eg: OUI, JA, DA, SI).
Debrief as follows:- What did that sound like? Could you hear the different languages that people
used to say YES? Lets find out what everybody said and how. How does it feel saying yes out loud?
What did you think about when you were saying YES? What were the different ways that people said
YES? What did you enjoy and not enjoy about the activity.

140
Categories · Peace education

Peace education area · Human Rights

233
labels

· Diversity

Instructions Please find all materials in the pages that follow.

141
 Village activity: Labels

1. Educational Content
Areas(s) of Peace Education:
x Human Rights x Diversity
Conflict and Resolution Sustainable Development

Theme:
Equality and community

Educational Goals and Indicators:

1 Develop intercultural competence
1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
1c) Be open minded about new knowledge
1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
x 2a) Interact with peers from other countries
2b) Understand the importance of trust within friendship
x 2c) Understand the benefits of an inclusive community
x 2d) Contribute to the creation of an inclusive community
3 Develop positive attitudes towards others
3a) Respect other people's points of view
3b) Respond positively to challenges
x 3c) Demonstrate care for others
x 3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
x 4a) Participate in Peace Education activities
x 4b) Reflect on learning from Peace Education
x 4c) Share learning from Peace Education
x 4d) Connect Peace Education to home life

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 Labels

Evidence:
Points made in discussions

2. Explanation
Do:
Preparation
Decide on a task that the kids have to solve. E.g. make a poster that illustrates the
children’s convention, plan a party or move some furniture.
Instruction
Explain to the kids that they should solve the task and yet treat everyone as their label
states without telling them what the label says. The word on the label has to be kept
secret.
Place a label on each kid’s forehead or back. They are not allowed themselves to
know what it says on their label. Behaviour-based ideas such as “talkative, shy,
active, friendly, or leader” work the best because they don’t imply positive or
negative connotations.
The kids should use their energy on solving the task as well as treating each other as
the label states.
Each group gets 20 min to solve their task.

3. Debriefing
Reflect:
The kids stay in their groups for the debriefing.
Make sure you have plenty of time for the debriefing so ALL kids gets a chance to
share.
Each kid has to try to guess what his or her label says (bear in mind that this is not the
main goal of the activity).
Move on to the following questions:
 How did you feel during the activity?
 Was it hard to treat people as the label stated
 Did anyone start acting like his or her label said? E.g. did the kid whose label
said lazy start acting lazy?

Generalize:
 What labels do we put on other people and ourselves in real life?
 How do you think this affects them?
 How do you think it affects our way of thinking of them? (give an example)
 In real life how do labels get used?
 Are they justified and fair?

Apply:
Think about ways that you could be labeled. Are these labels true, fair, kind? Do they
describe you completely or just in part?

How can you work towards reducing the use of labels at you school or in your
community? How can we be open-minded when we don’t initially understand
someone?

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 Labels

4. Materials and Background Preparation

Origin of Activity:
Mette Wybrandt from the material: “Medborger Læringsforløb – Aktivitetskatalog”. www.amondo.dk
Inspired by: “Labels” European Youth Centre (1995), “All different – All Equal”.

Materials:
Labels with different characteristic that the children can relate to, e.g. irresponsible, funny, stupid,
smart, clumsy. There should be a label for each kid.

Time & Group Size:

About 45 minutes.
Groups of 12.

Tips for facilitators:

Be thoughtful and aware while assigning labels. Include all leaders/staff in the process. The goal of the
activity is to heighten awareness and sensitivity about labels, not to create or reinforce labels.
Be aware that this activity can create some strong emotional reactions.

Activity Name:
Labels

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Categories · Peace education

Peace education area · Human Rights

234
rights in play

Instructions Please find all materials in the pages that follow.

145
 Village activity: Rights in play

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the activity.
x Human Rights Diversity
Conflict and Resolution Sustainable Development

Theme:
Rights and responsibilities

Educational Goals and Indicators:

1 Develop intercultural competence
1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
x 1c) Be open minded about new knowledge
x 1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
x 2a) Interact with peers from other countries
2b) Understand the importance of trust within friendship
x 2c) Understand the benefits of an inclusive community
x 2d) Contribute to the creation of an inclusive community
3 Develop positive attitudes towards others
3a) Respect other people's points of view
3b) Respond positively to challenges
x 3c) Demonstrate care for others
x 3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
x 4a) Participate in Peace Education activities
x 4b) Reflect on learning from Peace Education
x 4c) Share learning from Peace Education
x 4d) Connect Peace Education to home life

Evidence:
How well the plays are made
Points made in discussions

2. Explanation
Do:
Introduction
Explain the kids that rights isn’t just fancy words on a piece of paper. It is something
that they meet in all kinds of everyday situations. It can however be hard to know
how one should react in each situation so we are going to test it out now.
Divide the groups and hand two scenarios to each group (see appendix), and have
them make into a little play and show it to the rest of the group and eventually to the
open day.
They will get 20-30 min to practice.

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 Rights in play

3. Debriefing
Reflect:

After each group present discuss the following questions:

 Was it a right that was violated?
 Which right was violated?
 How did it feel to play someone who had his/hers right violated?

Generalize:

 Could this have happened in real life?

 What could have been done to change the situation?
 What happen when there is a conflict between rights and responsibilities (this
is a complicated question so feel the group before asking this question)

Apply:
What are your rights and responsibilities as a child? As a student? As a brother, sister, son or daughter?

How can you stand up for your own and other’s rights as a citizen?

4. Materials and Background Preparation

Origin of Activity:
Mette Wybrandt from the material: “Medborger Læringsforløb – Aktivitetskatalog”. www.amondo.dk
Inspired by: “Acting rights” World Association of Girl Guides and Girl Scouts (2002), “Our Rights,
Our responsibilities”.

Materials: List the materials and their quantities to do the activity.

Copies of the scenarios in the appendix
The groups can use whatever costumes and props they find

Time & Group Size: Suggest

About 45 mins
Groups of 5

Activity Name:
Rights in play

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 Rights in play

You are walking down the street on a

Your parents have decided to get separated
regular Saturday. Suddenly you see two
and you can hear that they are discussing
girls of your own age bullying another girl
where you should live. But what about
for wearing different clothes and not
your opinion?
speaking the local language fluently.

You have graduated middle school and

want to go to high school with all your You want to watch a movie but your dad
friends but high school is in a different says it’s not appropriate for someone your
building with lots of stairs and you are in a age.
wheelchair.

You have been told that you will get in

trouble if you hang out with a certain You want to stay up late but your mum
group of friends. You don’t find this fair won’t let you because you have school the
because your parents don’t know them at next day.
all.

Your parents are very strict about not

You want to spend a lot of time on your
talking back to your grandparents but
homework but your mum says you should
sometimes you feel like your grandparents
rather be helping her.
have a wrong opinion about stuff.

Your mum will not let you bike around the You are coming home from school one
city. You tell her it’s unfair but she says day and you find your mum reading your
it’s because the road are too dangerous. diary.

You see someone in school being accused

Your brother always gets food first and
of something he hasn’t done but you don’t
you find that unfair.
feel like getting involved.

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235
cookies and conflicts

Instructions Please find all materials in the pages that follow.

149
 Cookies and Conflicts
Village Activity

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
X Conflict and Resolution Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?
 Global trade
 Resource management
 Resolving conflicts

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop intercultural competence

1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
1c) Be open minded about new knowledge
1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
X 2a) Interact with peers from other countries
2b) Understand the importance of trust within friendship
2c) Understand the benefits of an inclusive community
2d) Contribute to the creation of an inclusive community
3 Develop positive attitudes towards others
3a) Respect other people's points of view
X 3b) Respond positively to challenges
3c) Demonstrate care for others
3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
X 4a) Participate in Peace Education activities
X 4b) Reflect on learning from Peace Education
4c) Share learning from Peace Education
X 4d) Connect Peace Education to home life

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 Cookies & Conflicts

Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.
 Photos of the cookie making process
 Answers to reflect, generalize, apply questions
 Cookies themselves
 Observation of groups working together and inter-group interaction
 Traffic light evaluations done by the groups

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
© what the role of leaders is during the activity e.g. how will they collect evidence
Introduction (10 minutes):
Short game to get the participants into groups of 8.

Activity (1 hour- 1 hour 15 minutes):

In this activity, participants will have limited resources with which they are going to try to bake
some cookies. The participants are to work in groups of 8 and each group has the aim to bake 8
cookies successfully. What they do not know is that each group will be allocated a different set of
resources in order to try to do this. Whilst some groups will have too much of certain ingredients,
others will not have enough, or will not have any at all of these ingredients.
Each team is based in a different area so that the variation in ingredient provision is not
immediately obvious to the participants.

The idea is that between all the groups, there are enough resources for each group to bake a
batch of cookies, but this will only be able to work if participants take the initiative and engage in
negotiations with the other groups to exchange ingredients. There will be limited copies of the
recipe and only just enough time for each group to use the oven also.

Leaders should take a back seat and allow interactions and negotiations between groups to
happen organically. If it looks like participants are stuck as to what to do then leaders can hint at
trying to get the ingredients that they lack from other groups. If leaders feel that the cookies being
baked by their team are going to turn out terribly then there is no need to intervene; mistakes
being made only enhances what participants take from this activity. There are some ingredients
such as the chocolate which groups may be tempted to eat if they have spare, again, leaders
should allow this to happen.

Conclusion (20 minutes):

Ask the participants to discuss in their groups as to how they think the activity went. They can of
course eat what they made at the same time if it is suitable for human consumption! What could
they have done better? Did they manage to negotiate with the other teams? What conflicts came
up?
The leaders can add their own observations of the group into the discussion as they will have
observed what went on in the activity.
As a group they are to write down on a big bit of paper these observations under three traffic light
headings. Split the paper into three headings of red, orange and green. Under green they are to
write down what they think they did well as a team, under orange they are to write down things
that they thought they did ok, and under red things that they feel they could do better.

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

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 Cookies & Conflicts

 How did your cookies turn out?

 How did you find the experience of not having enough of the ingredients that you wanted?
 Do you think the resources were allocated fairly?
 Did you take any steps to obtain the ingredients that you needed?
 What conflicts arose in this activity?
 How would you rate your handling of the conflicts in this activity?
 What did your team do well?
 What could you have done better?

Generalize:
What questions will help participants think about what they have learned and put their experience
into a wider context?
 In what way could this activity be relevant to the allocation and trade of materials
worldwide?
 Are scarce resources allocated in a fair way worldwide?
 What conflicts exist in the global trade market?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?
 What will you take from this activity when dealing with conflicts in the future?
 How would you now act in a situation where there is conflict over resources?
 What is the best way of handling these conflicts?

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 Cookies & Conflicts

4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?
CISV International Office
Cookie recipe from BBC Good Food

Materials: List the materials and their quantities to do the activity.

 Uneven quantities of a variety of cookie ingredients to distribute between the groups [see
attached recipe and ingredient distribution information]
 Baking trays
 Sieve, bowls, wooden spoon
 Access to an oven
 Cookie recipe [attached]
 Measuring scales
 Big bits of paper and pens for the conclusion of the activity

Time & Group Size: Suggest the ideal time scale and group size for this activity.
Time: 1 hour 30 minutes to 1 hour 45 minutes.
Group size: 6 groups of 8 participants each, with one leader minimum per group at all times.

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?
 There should be minimum one leader per group as groups will require constant
supervision whilst cooking, using ovens etc
 Check that none of the participants are allergic to any of the ingredients used
 Do not let on that groups have different sets of resources
 Do not encourage negotiation between groups immediately, allow time to see what the
participants are naturally inclined to do in the situation
 Do not intervene if you see participants wasting ingredients that could be used by other
groups

Activity Name: Each activity should have a name so it can be searched for in the database.

Cookies and Conflicts

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 Cookies & Conflicts

Cookie Ingredients allocation

Ingredients

In total, the following quantities of ingredients are needed:

 24 oz butter (6oz required per batch)
 12 oz caster sugar (2oz required per batch)
 30 oz plain flour (5oz required per batch)
 Enough chocolate chips or chocolate sweets for everyone to put into their
cookies
 4 recipe cards with instructions and ingredients

Allocation of ingredients
Group 1
This group will have plenty, if not too much, of every ingredient.
 10oz butter
 4oz sugar
 10oz flour
 Half of all the chocolate available
 A recipe card
 Sieve
 Wooden spoon
 Baking tray

Group 2
 7oz butter
 2oz sugar
 6oz flour
 A quarter of all the chocolate available
 A recipe card
 Wooden spoon
 Scales

Group 3
 No butter
 4oz sugar
 4oz flour
 A quarter of all the chocolate available
 Sieve
 Baking tray

Group 4
 3oz butter
 No sugar
 5oz flour
 No chocolate
 A recipe card
 Wooden spoon

Group 5
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 Cookies & Conflicts

 1oz butter
 2oz sugar
 No flour
 No chocolate
 A recipe card
 Baking tray
 Wooden spoon

Group 6
 3oz butter
 No sugar
 5oz flour
 No chocolate
 Sieve
 Wooden spoon
 Scales

These are suggestions as to how to allocate the ingredients and implements. As long as
between the groups there is enough ingredients for each group to make a batch of
cookies then the allocations can be varied.

Cookie recipe (makes 10)

 (4oz) butter, softened
 (2oz) Caster sugar
 (5oz) Plain flour
 White or Milk chocolate chips or other chocolate sweets to put in
the cookies

1. Preheat the oven at 170oC (375oF) or gas mark 3.

2. Cream the butter in a large bowl or in a food mixer until it is soft. Add the sugar
and beat until the mixture is light and fluffy.
3. Sift the flour into the mixture and add optional ingredients. Bring the mixture
together in a figure of eight until it forms a dough.
4. Using your hands, make walnut sized balls and place them slightly apart from
eachother on a tray (You don't need to grease or line a tray). Flatten the balls with the
back of a fork and bake them in the oven for around 15 mins until they are golden
brown and slightly firm on top.
5. Place the cookies onto a cooling rack and leave them there for around 15 mins.
Once cool serve.

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236
making drama out of conflict

Instructions Please find all materials in the pages that follow.

156
 Making Drama Out Of Conflict

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
x Conflict and Resolution Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop intercultural competence

1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
1c) Be open minded about new knowledge
1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
2a) Interact with peers from other countries
2b) Understand the importance of trust within friendship
2c) Understand the benefits of an inclusive community
2d) Contribute to the creation of an inclusive community
3 Develop positive attitudes towards others
X 3a) Respect other people's points of view
X 3b) Respond positively to challenges
X 3c) Demonstrate care for others
X 3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
4a) Participate in Peace Education activities
4b) Reflect on learning from Peace Education
4c) Share learning from Peace Education
X 4d) Connect Peace Education to home life

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 Making Drama Out Of Conflict

Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.

Brainstorms, recordings of drama, photos, answers to discussion questions by participants.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
© what the role of leaders is during the activity e.g. how will they collect evidence

1. Introduction (15 minutes): Play a selection of film clips or show a selection of images that
all depict relateable conflicts from popular media sources, in which there are several
different types of conflict shown.

2. Collecting ideas (5-10 minutes): Participants are to write down anonymously a conflict
experience that they have had. The leaders then group these according to the type of
conflict written about. If participants don’t want their experiences used in the next part of
the activity then they could indicate so on their piece of paper. These groupings could be
conflicts such as inner conflict, bullying, gossip, exclusion, personal conflict,
confrontation, violence etc. While some of the leaders are doing this, the others can be
organising the participants into groups of 6, potentially through a game or other type of
short activity.

3. Rehearsal (15 minutes): In groups of 6, the participants (with props if available) are to act
out a conflict situation. To ensure representation of the different types of conflict
situation, the leaders are to assign specific types of conflict to each group. The idea is
that the leaders pick 4 types of conflict and 2 groups will be assigned to portray each type
of conflict. Each drama only need be a few minutes long.

4. Presentation of dramas (80 minutes): After practise and discussion time, the groups
present their dramas to the rest of the participants. The 2 groups that are portraying the
same type of conflict will present, and then there will be a discussion amoungst the entire
group on possible solutions to the situation, which will be brainstormed on the board.
Leaders are to offer direction on which solutions are better than others. Then the next 2
groups portraying a different type of conflict will present and the process will repeat itself
until all groups have presented and there are lots of solutions discussed.

5. Conclusion (15 minutes): Ask the participants if now, based on the session and the
knowledge that they have gained, they would react differently in a conflict situation. Show
clips or images, again from popular media sources, of positive conflict resolution, if
possible continuing from the same films or TV shows than before.

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?
 How do you feel in conflict situations?
 What different types of conflict are there?
 What solutions are there?

Generalize:

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 Making Drama Out Of Conflict

What questions will help participants think about what they have learned and put their experience
into a wider context?
 How would you react to any of the conflict situations depicted today in real life?
 What sort of conflicts exist in your life/your family/your community?
 Are they similar or different to the conflicts spoken about today?
 What solutions do you see to these conflicts?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?
 How would you react differently now knowing the solutions that we discussed today?
 What advice would you give to others about solving conflicts based on what you learnt
today?
 Who would you talk to about what has been discussed today?
 How would you present this advice to others?

Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

CISV Interns

Materials: List the materials and their quantities to do the activity.

 Pens and paper

 Board or flipchart to write on
 Images or film clips of conflict situations and, if possible, resolutions to those situations,
drawn from popular media
 Dress up box/props
 Screen to play clips on
 Laptop to play clips through

Time & Group Size: Suggest the ideal time scale and group size for this activity.

Time: between 1 hour 45 minutes to 2 hours 15 minutes

Group size: for working on the dramas the participants should work in smaller groups of 6,
resulting in 8 groups

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

 Ensure the participation of everyone in the group discussions

 Ensure everyone has a part in the dramas
 Bear health and safety in mind when conflict scenes are acted out

Activity Name: Each activity should have a name so it can be searched for in the database.

Making drama out of conflict

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237
pass your feelings

Instructions Please find all materials in the pages that follow.

160
 Pass your feelings

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
X Conflict and Resolution Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop intercultural competence

1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
1c) Be open minded about new knowledge
1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
X 2a) Interact with peers from other countries
X 2b) Understand the importance of trust within friendship
2c) Understand the benefits of an inclusive community
2d) Contribute to the creation of an inclusive community
X 3 Develop positive attitudes towards others
3a) Respect other people's points of view
3b) Respond positively to challenges
3c) Demonstrate care for others
X 3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
4a) Participate in Peace Education activities
4b) Reflect on learning from Peace Education
4c) Share learning from Peace Education
4d) Connect Peace Education to home life

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 Pass your feelings

Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.

Pictures and notes can be taken during the activity. The results of the discussion can be written on
a big piece of paper.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence

1. Have all the participants form a circle.

2.Give them a ball and ask them to pass it to each other while completing the sentence “ it makes
me happy when….”
3. After everyone gets to complete the sentence at least once, change the sentence to “ it makes
me upset when…”
4. After everyone completes the sentence at least once, put the ball aside and while still in a circle
in turns ask the participants to remember what others have identified as situations or things that
make them happy and upset
5. Ask participants to explain why they feel upset about certain situations and to say what makes
them overcome the difficult or upsetting situation.
6. Leaders can take the input given by participants and try to help participants generalize
situations which can make people upset, lead to conflict or hostile situations and solutions for
their resolution.

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

What makes me happy? What makes me upset? What situations do I find difficult, or make me
feel angry, uncomfortable or sad? ? How do I react when I’m upset?

Generalize:
What questions will help participants think about what they have learned and put their experience
into a wider context?

What triggers my unhappiness in that situation? Is there a general cause to it? Are others upset
about the same things as I am?What makes others upset? Have I been in that kind of situation or
had that kind of problem?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?

What reactions can get me out of an upsetting situation? What can I do to avoid conflicts and
difficulties? Have I ever done something other can find upsetting, and can I change that?

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 Pass your feelings

4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

Simona

Materials: List the materials and their quantities to do the activity.

A ball.
Pen and paper to record the main points of the discussion.

Time & Group Size: Suggest the ideal time scale and group size for this activity.

1 hour and 30 minutes.

Any size is appropriate.

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

The sentences in the ball game can be completed in a light hearted manner. Make sure there is a
good balance of both relevant (“It makes me unhappy when I fight with my friends”) and fun
answers (“ It makes me upset when I have to go to school”).
Leaders can also get in the circle and give their own examples in order to guide the participants.

Activity Name: Each activity should have a name so it can be searched for in the database.

“Pass Your Feelings”

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beating bullying

Instructions Please find all materials in the pages that follow.

164
 Village Activity:
Beating Bullying

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
X Conflict and Resolution Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?
 Bullying
 Conflicts in home life/school

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop intercultural competence

1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
1c) Be open minded about new knowledge
1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
2a) Interact with peers from other countries
X 2b) Understand the importance of trust within friendship
2c) Understand the benefits of an inclusive community
X 2d) Contribute to the creation of an inclusive community
3 Develop positive attitudes towards others
X 3a) Respect other people's points of view
3b) Respond positively to challenges
X 3c) Demonstrate care for others
X 3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
X 4a) Participate in Peace Education activities
X 4b) Reflect on learning from Peace Education
X 4c) Share learning from Peace Education
X 4d) Connect Peace Education to home life

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 bullying activity

Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.
 Brainstorms created by the participants
 Leaflets completed by the participants
 Photographic evidence of the leaflet making process
 Discussion responses
 Post-it comments/ideas/observations added to leaflets by fellow participants

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence
Brainstorm (20 minutes)
Participants are to work in groups of six and brainstorm the reasons behind bullying in schools.
Why do they think that bullies act in such a way? What reasons could there be that make them
bully? Each group is to make a big brainstorm in two sections. One section will be for their ideas
on why bullies bully, and the other section is it be for reasons why victims don’t report bullying [see
attached template for brainstorm model].

Leaflet making activity (30 minutes+)

Participants are to create leaflets which they would use to bring awareness to the problem of
bullying. In the leaflets they are to put their own definition of bullying as well as some possible
solutions or steps of action that could be taken.

The participants will have a choice as to who they make their leaflets for. Some participants will be
making leaflets for victims of bullying, others for parents, others for teachers, and others for
witnesses of bullying. In this way there will be lots of different leaflets created, all with a different
focus. Participants are to choose one of these groups of people as the focus for their leaflet and
put in advice for that they think is relevant to that group of people. [See activity outline, attached,
which could be printed off and handed out to participants.] They could refer to their brainstorm
from earlier or to other brainstorms for inspiration and ideas. They can be as creative as they want
to be in thinking of peaceful solutions to the issue of bullying.

There could be a prize for the best leaflets. The finished leaflets could be displayed throughout the
time at camp and be added to if necessary.

Reflection (20 minutes+)

Leaflets are handed in and swapped around. They are handed back out again so that each
participant has a leaflet, but the leaflet was made by another participant. Participants are given a
few post-it notes each and are to look through the leaflet. If they see something that they think is
good, then they are to note this down onto a post-it and stick it into the leaflet. They could offer
additional information or constructive ideas onto post-its and stick them in also.
After reading each leaflet, they are to put a post-it with “From reading this leaflet, I found out
that…” and their own observation completing the sentence.
This can be repeated so that participants give feedback on several leaflets. It would be useful that
participants who wrote leaflets for one group of people ie teachers looked at leaflets from another
group ie witnesses of bullying.

They could carry on looking at the leaflets and adding post-its to them during the time at camp if
post-its were left near the display of leaflets.

3. Debriefing
Reflect:

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 bullying activity

What questions will help participants reflect on what they experienced in the activity?
 What would you define as bullying?
 Have you ever seen bullying take place?
 Have you ever been bullied?
 Why don’t victims always speak out?
 Why do bullies bully?
 What did you put in your leaflet?
 What did you find out from reading the leaflets of your fellow campers?
 What could you do to improve your leaflet?

Generalize:
What questions will help participants think about what they have learned and put their experience
into a wider context?
 Why does bullying occur?
 What enables bullies to continue acting the way they act?
 How can we prevent bullying?
 What advice would you give to victims of bullying/witnesses of bullying/teachers/parents?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?
 What could you do in a situation where there is bullying taking place?
 What conflict resolution skills could you use?
 What could you do to bring awareness to the existence of bullying in your school,
community, etc?
 Who could you talk to about the issues raised today?
 Would you show your leaflet to anyone to raise awareness of bullying?
 After learning what you did today, would you act differently if you came across bullying?

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 bullying activity

4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

CISV Interns

Materials: List the materials and their quantities to do the activity.

 Large pieces of paper for brainstorms, pens
 Activity outline [attached] to be handed out to participants
 Arts and crafts materials for making leaflets
 Paper or card for making leaflets, enough for one piece each
 Prizes for the best leaflets (optional)
 Post-it notes, enough for a few per person

Time & Group Size: Suggest the ideal time scale and group size for this activity.
Time: 1 hour 10 minutes +
Group size: for the brainstorms, they are to work in groups of six

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?
 Remind participants that they do not have to share any experiences that they don’t feel
comfortable talking about
 What is said in the discussions is to remain confidential
 The time for making leaflets is a guide, it may be that some participants want more time
than this or want to improve their leaflet later on during the camp
 Make sure that post-it note comments put on to the leaflets are constructive
 After the activity, put the leaflets in a prominent place with post-its so campers can
continue to look at the work of their peers and make observations, or have the chance to
improve their own leaflet

Activity Name: Each activity should have a name so it can be searched for in the database.

Beating Bullying

5. Attachments
a. Brainstorm Template
b. Leaflet Activity Outline

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 Village Activity:
Beating Bullying

To get attention They don’t know who to tell

Hard to 
To look powerful  Perhaps they don’t  Their school doesn’t 
find the 
get much attention  have any anti‐
words to 
at home  bullying policies 
say 

Why do bullies  Why don’t  They don’t 

To show their  bully?  victims report 
They don’t want to  want to 
authority  bullying? 
upset anyone  appear 
weak 
To appear 
cool in front 
of their 
friends 

They are 
embarassed 
They are not afraid  They are insecure  They think that if 
of the repercussions  about themselves  they told someone 
then the problem 
would get worse  They are scared

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 bullying activity

It is your task to make a leaflet which will bring awareness 
to bullying and provide ideas as to how you could prevent 
bullying from happening. 
 
There are four groups of people for whom you can choose to 
make a leaflet. These are: 
 
 Victims of bullying 
 Witnesses of bullying 
 Parents 
 Teachers 
 
You should choose a group from the list and think about 
what advice you would give to these people. How would 
they be able to stop bullying? What conflict resolution skills 
could they use? 
 
In your leaflet there should be answers to the following: 
 
 What is bullying? 
 What advice could you give to victims of bullying? 
 (If you are doing the leaflet for victims of bullying) Who 
could you turn to for support? 
 What could you do to stop bullying from happening? 
 
Get creative as there will be prizes for the best leaflets! 

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Categories · Peace education

Peace education area · Conflict and Resolution

239
conflict consequences

Instructions Please find all materials in the pages that follow.

171
 Village Activity:
Conflict Consequences

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
X Conflict and Resolution Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?
 Conflicts at home
 Conflicts in the community
 Large-scale conflicts
 Finding solutions to conflicts

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop intercultural competence

1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
1c) Be open minded about new knowledge
1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
X 2a) Interact with peers from other countries
X 2b) Understand the importance of trust within friendship
X 2c) Understand the benefits of an inclusive community
X 2d) Contribute to the creation of an inclusive community
3 Develop positive attitudes towards others
X 3a) Respect other people's points of view
3b) Respond positively to challenges
X 3c) Demonstrate care for others
X 3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
X 4a) Participate in Peace Education activities
4b) Reflect on learning from Peace Education
4c) Share learning from Peace Education
X 4d) Connect Peace Education to home life

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 conflict consequences activity

Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.
 Conflict consequeces pieces of paper
 Group discussion responses can be noted down by group leaders
 Peaceful resolutions created on an individual basis
 Peaceful resolutions created in the group and written onto poster paper

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence
Introduction (15 minutes):
Participants are to think about a conflict that has affected them recently. This could be a conflict
at home, at school, on camp, in their community, or a conflict on a large scale such as a war or
international dispute. They were not necessarily an active party in this conflict (although they could
write down a conflict in which they were), as the conflict needs only to have affected them. They
are to write down on the top of their piece of paper what the conflict was, without being too
specific, and how it made them feel.
For example, if they are writing about an argument at home, writing “I fell out with my younger
brother as he was always copying what I did” would be enough, rather than getting into specifics.

As in a game of consequences, they are to fold the top bit of the paper over so as to cover it. On
the next bit of the piece of paper, participants are to write down what they did in the conflict
situation. Following on from the previous example, “I confronted him about it and we got into a
huge fight and were calling each other names” would be appropriate.

They are to repeat the process, folding what they just wrote over to cover it. Below this they are to
write how they felt in the conflict situation, and why they felt like this. “I felt terrible as we are
normally really close” would be following on from the example.

Like before, fold this over to cover it. On the last bit of the paper they are to write down what
happened in the end. Here “Later that day I apologised for getting angry, we talked through what
was bothering me and we made up” or alternatively “I didn’t speak to my brother about it again
and we now aren’t speaking as much as we used to” would be following on from the example.

See attached template showing clearly what should be written on the paper.

Discussion Activity (20-30 minutes):

Leaders are to take in the folded up pieces of paper and redistribute them, so that each
participant is given a conflict other than their own to look at. Participants are to work in groups of
six. One leader is to work with each group and should chair the discussion, allowing it to cover the
ground that participants lead it to (which may invoke different questions than those listed here)
and involving all group members. In the group, each participant is to unfold the top part of the
paper which says a conflict that has affected a fellow participant recently. Are there conflicts which
have been written down that are similar? Are they all completely different?

They are then to unfold the second section of the paper which covers what was done in the
conflict situation. Participants are to discuss, for each conflict, if they think that they would have
acted the same or differently in that situation. Why would they act the same/differently?
They will then unfold the third section of the paper. Can they as a group see similarities in the
feelings of the people affected by conflict situations? Why do they think this is?

Before they look at the final parts of the papers which says what happened in the end, participants
are to make guesses as to what happened in the end. As a group they are to come up with a
prediction for the result of each conflict situation. They should now look at the final bit of the
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 conflict consequences activity

papers and see if they were right. How many out of the six conflicts were resolved?

Reflection (20-30 minutes):

Each participant is to think on the conflict that their piece of paper describes. They are to come up
with some peaceful ways that could be used to resolve this conflict, and are to write as many ideas
down onto another piece of paper. If the conflict described is an international dispute then do
participants think it can be resolved peacefully?
Back in their groups of six, participants are to pool all the ideas that they have come up with
regarding the peaceful resolution of the conflicts. They will be given a piece of poster paper which
they should split into three sections (conflicts at home/conflicts in the community/large scale
conflicts). See the poster template [attached] for details. They should then place the solutions that
they have come up with into the relevant sections of the poster.
When completed the poster will provide some ways of resolving different types of conflicts. Bearing
in mind that each group will have made a poster, there should be lots of new ideas out there.
The posters can be displayed around camp so that campers will be able to use them for
inspiration if they find themselves in a conflict situation in the future.

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?
 What is a conflict that has affected you recently?
 What did you do in the conflict situation?
 How did you feel and why?
 What happened in the end?
 Are there similarities in any of the conflicts written down?
 If you were in these conflict situations, what would you have done? Would you have
reacted the same or differently? Why?
 What do you think happened with this conflict in the end?
 Was your prediction right?
 How many of the six conflicts in the group were resolved in the end?

Generalize:
What questions will help participants think about what they have learned and put their experience
into a wider context?
 What conflicts would you say are the most common?
 Are there similarities in the ways in which the people affected by the conflict felt?
Why/why not?
 How could you solve the conflicts described peacefully?
 What solutions did your group come up with for conflicts at home?
 What solutions did your group come up with for conflicts in the community?
 What solutions did your group come up with for large-scale conflicts?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?
 What ways of resolving conflicts do you know now that you didn’t know before?
 Could you use any of these methods if you find yourself in a conflict situation in the
future?
 Which methods would you use and in what conflict situations?

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 conflict consequences activity

4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

CISV Interns

Materials: List the materials and their quantities to do the activity.

 A4 paper, enough for two pieces each
 Pens, one each
 Poster paper, one piece per group of six
 Marker pens

Time & Group Size: Suggest the ideal time scale and group size for this activity.
Time: 1 hour to 1 hour 15 minutes
Group size: for the discussions, groups of six with one leader per group
For the second part of the reflection activity they will also be working in these groups of six

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?
 Make sure that participants uphold the community values of camp and respect the
feelings of others when looking at conflicts that others have been involved in or affected
by
 One leader should work with each group in the discussions and can lead the questioning,
aiming to involve everyone in the discussion
 Make sure that participants don’t get their own paper back for the discussion activity

Activity Name: Each activity should have a name so it can be searched for in the database.

Conflict Consequences

5. Attachments
a. Template
b. Poster Template

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 conflict consequences activity

What conflict has affected you recently? 
This could be a conflict at home, at school, at camp, in your 
community or a conflict on a large scale that has affected you. As long 
as the conflict affected you, you do not have to have been actively 
involved in it, although you could have been. 
 
 
 

 
 
 
What did you do in the conflict situation? 
 
 
 
 
 
 
 
 
 
 
How did you feel in the conflict situation? 
 
 
 
 
 
 
 
 
 
 
 
 
What happened in the end? Did you resolve or help to resolve the 
conflict? Is the conflict still happening? 
 

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 conflict consequences activity

Conflicts at Home  Conflicts in the Community  Large‐scale Conflicts 

     
 Take time to think   Arrange an event to   Write to your 
how best to handle  bring awareness to  government  
the situation; don’t try  the existence of this   Attend a protest or 
to resolve a conflict in  conflict and to bring  other awareness 
the heat of anger  people together to  event to bring 
 Don’t assume that  help try to resolve it  attention to this 
keeping your feelings   Take the initiative and  conflict 
to yourself is better  talk to your peers and   
than actively trying to  see if you can work   
resolve a conflict  together to resolve   
  the problem   
     
    Etc. 
   
   
   
   

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240
human rights tree

Instructions Please find all materials in the pages that follow.

178
 Human Rights Tree

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
X Human Rights Diversity
Conflict and Resolution Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop intercultural competence

1a) Show knowledge of own culture and be able to reflect on it
1b) Gain knowledge of other cultures
X 1c) Be open minded about new knowledge
1d) Be able to reflect on new knowledge
2 Build an inclusive community through friendship
X 2a) Interact with peers from other countries
2b) Understand the importance of trust within friendship
X 2c) Understand the benefits of an inclusive community
2d) Contribute to the creation of an inclusive community
3 Develop positive attitudes towards others
X 3a) Respect other people's points of view
3b) Respond positively to challenges
3c) Demonstrate care for others
3d) Respect the feelings and belongings of others
4 Develop an interest in Peace Education
X 4a) Participate in Peace Education activities
4b) Reflect on learning from Peace Education
X 4c) Share learning from Peace Education
4d) Connect Peace Education to home life

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 Human Rights Tree

Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.

The Tree of Human rights and the presentations.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence

1. Ask participants to form 8 groups. (2 minutes)

2. All groups will be given a chart paper and colorful pens. (2 minutes)
3. Ask all participants to draw a tree : for branches, leaves and flowers they should write the
fundamental Human Rights that they believe are necessary in each individual’s life.
The roots of the tree should represent the necessary
factors in society which help achieve these rights.
(20 minutes)
4. All groups should present their tree and explain the rights and the basis (roots) that they
chose. (8x 5 minutes)
5. As the end of the presentations a universal tree of human rights should be drawn,
containing all the rights found by all groups as branches, leaves and flowers, and all the
social structures necessary to achieve them as roots. (15 minutes)
6. The tree should be displayed in public for the remaining of the camp

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

What rights do I think are important?

Are some rights more valuable to me than others? Why?

Generalize:
What questions will help participants think about what they have learned and put their experience
into a wider context?

What are the rights which protect the values of human life?
What parts of society help protect and promote these rights?
Why are some rights abused?
What is the origin of this abuse?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?

How can I promote human rights?

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 Human Rights Tree

How can I help protect the value of human rights?

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 Human Rights Tree

4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

Amnesty International Austria and CISV interns

Materials: List the materials and their quantities to do the activity.

Chart paper and colorful pens

Time & Group Size: Suggest the ideal time scale and group size for this activity.

Approximately 1 hour and 20 minutes. Eight groups of six

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

While rights will probably be easier to identify, the structures in society that help protect these
rights: legal system free of political influence and pressure, free universal access to education, the
right to vote etc, might be more difficult for children to express even though they have the right
idea. That is why they should receive support from the facilitators whenever needed in order to
help express and develop their ideas.

Activity Name: Each activity should have a name so it can be searched for in the database.

Human Rights Tree

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Categories · Peace education

Peace education area · Sustainable Development

241
go fish

Instructions Please find all materials in the pages that follow.

183
 Go Fish - Village-2012

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
Conflict and Resolution X Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

Overexploiting of resources. In this activity the aim is to show how fragile our resources are, in this
case fish. The activity also shows the impact human actions have on our surroundings.

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop intercultural competence

1a) Show knowledge of own culture and reflect on it (K)
1b) Gain knowledge of other cultures (K)
1c) Be open-minded about new knowledge (A)
X 1d) Be able to reflect on new knowledge (S)
2 Build an inclusive community through friendship
2a) Interact with peers from other countries (S)
2b) Understand the importance of trust within friendship (K)
2c) Understand the benefits of an inclusive community (K)
2d) Contribute to the creation an inclusive community (A)
3 Develop positive attitudes towards others
3a) Respect other people’s point of view (A)
3b) Respond positively to challenges (A)
3c) Demonstrate care for others (A)
3d) Respect the feelings and belongings of others (A)
4 Develop an interest in peace education
X 4a) Participate in peace education activities (A)
X 4b) Reflect on learning from peace education (S)
4c) Share learning from peace education (A)
X 4d) Connect peace education to home life (K)

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 Go Fish - Village-2012

Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.

1) The participants should be able to understand that because they fished all they could
(without thinking about the consequences) they ended up overexploiting the resource.
2) They should be able to reflect on how the oil spill damaged the fishes’ habitat.

Evidence:
• Comments from discussion and debrief
• Demonstrate an understanding of the progression of the activity.
• Share personal thoughts.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence

The goal of the activity:

In this activity the goal is to think about the impact we have on the fisheries, and how fragile the
environment and our resources are. The activity takes in topic such as:
• Overexploiting fisheries leads to the overexploitation of resources
• An oil spill in the sea leads to ruined animal and plant habitats (i.e. the environment
they need to survive).

Round 1.

Divide the participants in 6 teams and tell them the following storyline:

Every team is a village that makes their living from fishing. In the sea there are several kinds
of fish, and on this chart you can see the value of the different types of fish.

The Instructions:
1. When the bell rings you are all allowed to go to the sea (outside the activity hall) to fish.
Until the bell rings again you can collect as many fish as you want. When the bell rings you
must all return back to your villages (the activity hall).
2. When everyone is back in their villages they sell their fist to the facilitators (representing
the fish market). The facilitators go around the groups’ station and buy their fish. After
selling their fish they have to pay taxes (collected by the leaders). If they cannot pay the
tax1-2 people from their team have to go to jail for the duration of the next round. Note: In
this round it should be possible for most villages to pay the tax.

Round 2.

The leaders take half of the fish that was collected in round 1 and redistribute it in the sea. While
this happens the participants get the following message:

A notice to all fishing village: There has been a huge oil spill in the ocean, so be careful when
you are our fishing. We don’t know how big a problem this is going to be.

Additional notes for this round:

1. The participants go fishing again, knowing that the oil spill might be a problem.
2. This time the tax collectors are demanding more money – because of the oil spill. This
should result in 3-4 villages not being able to pay their taxes, and therefore having to
send people to jail.
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 Go Fish - Village-2012

Round 3.

Half of the fish from Round 2 is redistributed and the participants get this message:
News about the oil spill: After examining the oil spill and the impact of it we are sorry to inform
you that the oil spill has damaged the resources the fish need in order to live. Because of the
amount of fish that has already been fished, resulting in over-fishing, we don’t know how
much fish there is left in the ocean.

Additional notes for this round:

1. The kids go fishing, but this time they will have a hard time finding any fish.
2. Because that the fishers could not catch enough fish most of them should not be able
to pay the taxes.

Game ends and the discussion begins.

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

- What was your task in this activity, and was this easy to do?
- Can someone explain the things that happened in the activity?
- Why do you think people had to go to jail?

Generalise:
What questions will help participants think about what they have learned and put their experience
into a wider context?

- Why do you think that there was so little fish left at the end of the activity?
- Is there something you could have done different, so that there would have been more
fish left in the sea?
- How did the oil spill affect the sea-life?
- So what do you think will happen if we fish too much at once?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?

- How do you think people can protect the fish?

- Is it a problem if there is no fish left?
- Are we (humans) responsible when for instance an oil tank spills?

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4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

Open your eyes to Peace Village, Dallas USA, 2011 – Marika Männistö

Materials: List the materials and their quantities to do the activity.

150-200 paper fish, in different sizes and colours.

A chart illustrating the value of the different types of fishes.

Time & Group Size: Suggest the ideal time scale and group size for this activity.

Approximately 6 groups.
Village

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

For this activity you will need leaders functioning as

- Tax collectors who collects the tax and put people in jail
- People that represent the fish market, who buy the fish from the villages, and who are in
charge of redistributing parts of the fish collected in a round
Facilitators who tell the storyline, keep track of time, and are in charge of the discussion.

Activity Name: Each activity should have a name so it can be searched for in the database.
Go Fish

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Peace education area · Sustainable Development

242
the end of the world

Instructions Please find all materials in the pages that follow.

This activity is for children older than 11, so adaptation is adviced.

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 The End of the World - Interchange- 2012

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
Conflict and Resolution X Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

How different elements have a significant role and how these best are preserved.

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop/increase self and intercultural awareness

1a) Compare one’s own daily routines and responsibilities with those of the partner
1b) Compare oneself with other participants (both delegations)
Share and learn aspects of culture and customs with the Interchange partner and/ or host
X 1c)
family
1d) Interact appropriately with the partner independently (outside group activities)
2 Develop leadership skills; be an agent of change in your Programme context
2a) Contribute to planning and organizing hosting activities or national night
X 2b) Actively participate in group discussions and activities
X 2c) Interact with the partner through conversation and activities
Take an active role to provide a quality Programme and create a positive experience for all
2d)
participants
3 Learn how to work cooperatively and have a positive attitude towards others
3a) Behave respectfully and appropriately towards others
X 3b) Be inclusive when making group decisions
3c) Understand and respect differences of the partner Chapter
X 3d) Understand and respect other’s points of view
4 Become empowered for active global citizenship
Understand how the hosting activities and national night relate to at least one of CISV’s
4a) peace education content areas (diversity, human rights, conflict and resolution, and/or
sustainable development)
4b) Take personal responsibility to help make the Interchange a learning experience
X 4c) Understand that peace education can have a positive impact in one’s community
Consider how the Interchange participants can actively work for peace after the
4d)
Programme
Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.
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In this activity the participants are challenge to reflect on how we are depending on different
elements.

• Be able to reflect and share thoughts on why these elements are of importance to
humans.
• Understand how human behavior impacts the state of these elements.
• Participate actively in the two first tasks.
• Share personal thoughts in the discussion

Compare opinions and thoughts on the different words with participants from partner country.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence

The goal of this activity is for the participants to be aware of how elements are of an importance
for people and how we can preserve them.

The activity consists of 3 parts where the third part will lead into the discussion.

Activity 1

- Divide the participants in groups of 4-6 people.

- Assign an element to each group:
1. Weather
2. Forest
3. Ozone Layer
4. Air
5. Food
6. Water
7. Energy
8. Transportation

The Task:
You are the FAN CLUB of the element you just were assigned. Unfortunately humans have not
done a good job taking care of these elements and today they are in a very poor state.

Your task is to make a fan video (like a commercial) that explains to the other groups why they
should start taking care of your element. The fan video should explain the following things:
a. Why is your element important and good?
b. Why are you in this fan club?
c. How does your element contribute in the world?
d. How can we take care of it?

The video should last no longer than 4-5 minutes.

Time to prepare: 10 min.

Presentations: All the groups present their fan videos.

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Activity 2
The Task:
Because of the way humans have acted the world is running out of available resources, and
scientists says that if humans does not change their behavior and start acting for a more
sustainable way of life the world will go under. To encourage and show an example of such
changes the Mango Company will select some of the elements you represent and start improving
these.

To decide which elements it is most urgent to improve in order to save the world we will have a
hearing. Every group will get 1 minute to present their appeal, explaining why your element is the
most important to improve. You need to select one person in your group to present this to us.

In your appeal you need to explain:

• How your element contributes in the world.
• Why it is important to save your element.
• Why your element is the most urgent (and important) to improve in order for the world
to remain.
• What we can do to help your element/improve the conditions of your element.

Time to prepare: 5 minutes

The hearing

Round 3
After the hearing all the groups should be sitting down.

The facilitator then says:

Thank you all for giving your appeals on why your elements must be saved. We, the Mango
Company, have listened to all of your suggestions and what we realize is this: all of your elements
are important in order to save the world. We cannot select a winner, however we are wondering if
you have suggestions on how we, as humans, can take care of the world as a whole?

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

- Why do you think we gave you these elements to represent?

- Was it difficult to find arguments and points to use in commercial and/or appeal?

Generalise:
What questions will help participants think about what they have learned and put their experience
into a wider context?

- Do you think it is important to think about how we use these elements?

- How do you think our use of these elements affect the world and why do you think we said
that the world would end unless we change our habits?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?

- In this activity we told you that the Mango-company was going to start improve a few of
the elements. In real life, what can we do in order to take care of our resources?
- Whose job is it to take care of the resources?

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4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

The I Have a Mango team created this activity. It is an adaption of the activity called “I am a Car”.
It was first used at a mini-camp in Bogotá (2012) with the theme “the end of the world”. At this
mini-camp we split the participants in to groups according to their age. The youngest participants
created the commercials and the older participants made the appeal.

Materials: List the materials and their quantities to do the activity.

Pens and paper.

Time & Group Size: Suggest the ideal time scale and group size for this activity.

4-6 people in each group. Elements can be added or taken away according to the amount of
participants.

Village, Youth meeting, Interchange, Summer camp - the debrief questions should be adapted
according to the program.

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

There is no right or wrong in this activity, and the activity should be a fun way for the participants
to express themselves.

Feedback from leaders would be highly appreciated: We would love to hear how well the activity
worked for you and how we could improve it; send us an email to: mango@no.cisv.org

Activity Name: Each activity should have a name so it can be searched for in the database.

The End of The World

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Categories · Peace education

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243
world trade

Instructions Please find all materials in the pages that follow.

This activity is for children older than 11, so adaptation is adviced.

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 World Trade - Interchange - 2012

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
Conflict and Resolution X Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

World trade: The activity aims to introduce the concept of world trade, and the “north/south”
challenges connected to this. Through the activity the inequality of natural resources and
technology will be illustrated, and the role of the World Band and UN in trade and globalization will
be shown.

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop/increase self and intercultural awareness

1a) Compare one’s own daily routines and responsibilities with those of the partner
1b) Compare oneself with other participants (both delegations)
Share and learn aspects of culture and customs with the Interchange partner and/ or host
1c)
family
1d) Interact appropriately with the partner independently (outside group activities)
2 Develop leadership skills; be an agent of change in your Programme context
2a) Contribute to planning and organizing hosting activities or national night
X 2b) Actively participate in group discussions and activities
X 2c) Interact with the partner through conversation and activities
Take an active role to provide a quality Programme and create a positive experience for all
2d)
participants
3 Learn how to work cooperatively and have a positive attitude towards others
3a) Behave respectfully and appropriately towards others
3b) Be inclusive when making group decisions
3c) Understand and respect differences of the partner Chapter
X 3d) Understand and respect other’s points of view
4 Become empowered for active global citizenship
Understand how the hosting activities and national night relate to at least one of CISV’s
4a) peace education content areas (diversity, human rights, conflict and resolution, and/or
sustainable development)
4b) Take personal responsibility to help make the Interchange a learning experience
X 4c) Understand the peace education can have a positive impact in one’s community
Consider how the Interchange participants can actively work for peace after the
X 4d)
Programme
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Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.

• Participate actively in the activity and debriefing

• Share thoughts and reflections on the experience
• Understand how this reflect the world trading system
• Listen and ask questions to the other participants
• Understand why this is an issue.
• Reflect on how improving the trade system is a part of creating a more sustainable
society.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence

The aim: The aim of this game is to help the participants understand how trade influences the
development of a country and to create interest and discussion about the world trading system in
an enjoyable and non-academic way.

Overview of the game: The participants are divided into teams, each of which acts as a separate
country with between two and six players in each team. There are five or six countries in a game. A
game can therefore have between 10 and 36 players. More than one game can be played
simultaneously, if the room is big enough, but there must be no interaction between the games.

Countries compete against each other to manufacture paper shapes (circles, triangles, rectangles,
etc.) and sell them to an international market trader at posted prices, which vary with supply and
demand. The objective for each country is to make as much money as possible.

There are tree types of country in the game:

• Two rich industrialised countries
• One or two middle-income countries
• Two low-income countries
Students are not told this; they find out as they play the game.

Preparations:
• Prepare an envelope of resources for each country.
• Put up posters on the wall showing the shapes, their measurements and their initial
values. These posters are enlarges so that the participants cannon simply trace out
the shapes.
• Prepare the materials for the trader
• Prepare the materials you need as the game leader.
• Each group should get their own table and chairs, with room between the tables to
walk. The trader will need a separate table.
• 1 game leader (two is beneficial if you play two games at the same time).
• 1-2 traders per game.
• 1-2 observers for each game – make sure that everything is going fine.

Starting the game:

• Divide the participants into groups and place each group with a table
• Distribute the envelopes to each of the countries but TELL THEM NOT TO OPEN THE
ENVELOPES YET.
The game requires minimal but clear instructions immediately that the participants have been
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seated around the tables and before they have opened their envelopes. The dynamic of the game
requires that there is no explaining the purpose of the game and certainly no summary from the
game leader explaining what the game is supposed to illustrate. It is important for the participants
to work out what they should do. Once the instructions are understood, the game leader informs
the participants that they have 45 min to play the game and that they can now start the
manufacturing. Instructions are provided at the end of the template.

During the game:

At the beginning of the game there will be a lot of confusion and the participants will have many
questions, such as “Where can I get scissors?” “Why have we only got paper?” “Can we buy things
from other countries?” Can we combine with other countries?” “Can we have a loan?” Resist all
temptation to answer these questions. Just repeat what you said at the beginning. After a minute
or two they should begin moving around the room and trade, but the initiative should come from
them, not you. The rich countries (A1 and A2) will probably begin making shapes, as they have all
the materials and equipment that they need, but they will soon run out of raw materials and will
probably try to buy some paper from other groups.

Role of the observers: Use the observers to report back to you on what is going on. This will help
you information for the debrief session at the end. For example, get them to find out what Is
happening to the scissors – the one crucial implement that has to be used for all shapes and is
possessed initially by only two countries. Do the rich countries form a scissors cartel? Do they sell
one pair to another country or do they hire them our? Observers should watch how groups
negotiate the prices of paper and other materials. They should note the formation and operation of
any alliances and deals and any cheating that takes place. Observers should also report to you any
malpractice, such as stealing other countries’ paper, implements or shapes. It is up to you to
decide whether you should ignore the problem, thereby encouraging countries to do their own
policing, or whether you should impose a punishment, such as suspending them from making
shapes for 5 minutes, confiscating certain materials or fining them.

Role of the trader: The traders must be careful in measuring the shapes and reject any that have
not been cut of. Alternatively, if they have been torn carefully against a ruler, or are only slightly too
large or small, a reduced price could be given. You could leave this to the trader to decide, or you
could agree a policy in advance. The trader must keep close eye on the money to prevent
participants from stealing, preferably keeping it out of their reach. Shapes that have been sold
should be put into an envelope or box, again out of reach of the participants.

Traders should not normally give loans, unless you want to build this in as a feature of the game,
in which case you should decide in advance what interest rate to charge ø- probably a high rate,
such as 50 per cent. If loans are allowed the market traders should keep a record of them. N such
cases, it might be a good idea to allocate an assistant to traders. It is easiest for loans not to be
repaid, but at the end of the game, when money is totalled, the traders will simply announce how
much has to be deducted (outstanding loan plus interest) from each team.

Your role as game leader: You will need to keep in regular contact with the traders. Find out which
shapes are being sold in large quantities (probably the triangles and rectangles) and which are
hardly being sold at all (probably the circles and the protractor-sized semi-circles). Sometimes the
game leader has to give additional information and try to create new situations. Some of the
information can be given to the whole group while some information will be given secretly to some
countries. Remember to inform the traders about the changes you make. Not all the elements
below need to be implemented in the game. You have to see how the game develops and how
much stimulation is needed. Some examples:

Stimulate activity:
• Price-change on the global market: After a while you can change the price of some
products. Blow the whistle and announce that, owing to the forces of demand and supply,
the prices of certain shapes have changed. You can choose how much to change the
prices, but a dramatic change stimulates more interest and provides a stronger focus for
later discussion. For example, when the students are debriefed after they have finished
the game, it is better to change prices very infrequently. The price of particular shapes will
also affect the value of particular tools. If circles go up in price, this will affect the demand
for compasses. What will the rich countries do when they find out that their compasses
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are not as useful as they used to be? You might get to draw parallels to the real word:
When a country finds out that their technology is getting out of date they usually sell it to
poorer, less developed countries. The prices can also drop if there is an overproduction of
one of the products on the market. Then this relationship can be identified later in the
debriefing.
• Raw materials: As the game progresses, paper will rapidly run out. Trade in paper is likely
to take place, with the price of paper rising to meet its value in terms of the shapes that
can be made from it. Introducing more papers can prolong the game. You can for example
give a bunch of papers to one or both of the low-income countries and then announce for
“the whole world” that a new source of raw material has now been found in this country
• New natural resource: The discovery of a new natural resource can be stimulated by
giving coloured paper and some glue to one or both of the low-income countries without
indicating the possible use of these materials. The game leader then goes to one (or two)
of the rich or middle-income countries and informs them that the value of a standard
shape is trebled if it has a peace of coloured paper attached to it and that one of the low-
income countries possesses colours shapes. These countries will then start searching for
the coloured paper and the glue. Because the country that owns it doesn’t know the value
of it they might sell it really cheap, or they might get suspicious and won’t sell it. This
scenario could also simulate the discovery of raw materials in a developing.

Ending the game

The participants should be given a 5-minute warning of when the game will end. There will
probably be rush of activity as the participants hurry to make shapes with their remaining paper
and bring those shapes to the market traders. When the game ends, the game leader should ask
all the participants to return to their countries and to answer thee questions:
1) What were in the there envelopes when they opened them?
2) What implements do they currently own?
3) How much money do they have?

Collect and write the answers from the different groups on a big paper or a flip chart. This will help
the participants compare their experience with that of other groups.

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

1) Have everyone seated in their groups and ask them to answer the following three
questions, that you then collect and write on a big piece of paper for everyone to see:

• What was in their envelopes when they opened it?

• What materials do they currently own?
• How much money do they have?

2) Use this to draw the attention of the groups to the similarities and differences between
the results of the different groups.

• Did the groups that started with the same resources perform in a similar way?
• How much of the difference between the groups was due to strategies pursued and
how much to the materials they received at the beginning of the activity?
• How did you feel as the game progressed and what did you think when you realised
that not every envelope had the same things?
• (To more successful countries): How did you achieve your success? What problems
did you experience and what strategies did you use to succeed?
• (To less successful countries): What factors limited your success? What strategies did
you pursue? Which strategies failed and why? Now that you have earned how to play
the game, what would you do different next time?
(To countries that formed alliances): Why did you form the alliance? How well did it work? What
prevented it from breaking up?
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Generalise:
What questions will help participants think about what they have learned and put their experience
into a wider context?

In the generalizing part of the debriefing you should challenge the participants to think of ways in
which they believe the game simulates the real world and ways in which they believe it is
unrealistic. The capacity for simulations to affect students’ thinking depends a great deal on
whether they believe that the world is reflected in the simulation.

Fair trade and the statement “it’s not fair!” Some of the participants will probably get accused of
cheating. That gives you the perfect chance to discuss moral issues and ethics.
• What was not fair about the game
• What does the game tell us about the real world?
• How does it feel to be rich?
• How does it feel to be poor?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?

Try to move the discussion from describing how the world is today to how the participants would
want the world to be.
• Why is it so difficult to change an unfair system?
• Who owns the world’s natural resources?
• Who owns the world’s technology?
• How can fair-trade practices impact worldwide poverty?
Allow a few responses, and then note that the following:
• If trade rules were improved there might be a dramatic reduction in poverty. If
developing countries had the ability to trade effectively with developed nations, they
would make considerable progress toward ending their own poverty.
• Trade can be one of the most effective tools for long-term poverty reduction.

Conclude by:
Brainstorming with the participant on ways to make a difference on the issue of trade.

4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

This activity is a version of the Word Trade Game developed by the Third World development
charity Action Aid. More information on the activity can be found at;
- http://www.worldvisionresources.com/educational/trading-game.pdf
- http://www.oikoumene.org/en/programmes/the-wcc-and-the-ecumenical-movement-in-the-
21st-century/youth-in-the-ecumenical-movement/world-trade-game.html

Materials: List the materials and their quantities to do the activity.

This is the amount of materials needed for 1 game; if 2 games are played at the same time you
must double the amounts of material.

- 30 sheets of A4 paper in the same colour

- Banknotes: 30 x $50, 60 x $100, 20 x $500, 40 x $1000
- 2 sheets of coloured paper
- 2 tubes of glue
- 4 scissors
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- 6 rulers
- 2 set square – triangular shape
- 2 protractors – semi-circular shape
- 2 compasses
- 8 pencils
- Whistle
- 2 Template of shapes with their prices
- Large box/envelope for keeping complete shapes secure.

Time & Group Size: Suggest the ideal time scale and group size for this activity.

5-6 teams (countries) with between 2 and 6 participants in each team. If there are more
participants, two games can run parallel.

You will need between 1.5 and 2 hours.

• 20 min to explain the activity
• 45 min – 1 hour playing the game
• 30 min discussion and debrief

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

FACILITATORS NEEDED PER GAME:

1 game leader
1-2 market traders
1-2 observers

The game leader should keep control over how everything is doing by;
- Receiving reports and updates from the observers.
- Have a dialogue with the market traders.

Activity Name: Each activity should have a name so it can be searched for in the database.

World Trade

5. The instructions for starting the game – remember translations in

the different languages!

• Hand out the envelopes to the groups and ask them not to open these yet.
• Give the following instructions about the game:
Each of the groups is a team and represents a country. The objective for each country is
to make as much money for itself as possible by using the materials in the envelope. No
other materials can be used. Use the materials to manufacture paper shapes. You can
choose to make any of the shapes shown on the diagrams on the wall.
All shapes must be cut with clean sharp edges using scissors and must be of the exact
size specified on the diagrams. The shapes can then be sold to the trader in batches, who
will check them for accuracy and exchange them for cash. Inaccurate shapes will be
rejected. You can manufacture as many shapes as you like - the more you make, the
richer you will become. You must not cut up your envelope!
(If applicable) You can move around the room, but must not cross into the neighbouring
world(s), who are playing a parallel game.
If you hear me whistle (demonstrate), you must immediately stop what you are doing and
pay attention. If there is any dispute, I will settle it. My word is final! No physical force is to
be used in the game.

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• Give no further instructions. It is important that the participants work out what they should
do in their groups.
• Announce the start of manufacturing and tell them how long they will play the game, 45
minutes.
• They can now open the envelopes

6. Envelopes of materials for countries

Each team (country) is given an envelope if materials at the start of the game. You will need to
fill each envelope with the appropriate materials in advance and label the envelope. The
following envelopes are required for each game. The materials in each resource set are to be
divided between the countries in that group.
• Resource set - Rich countries: A1, A2
4 pairs of scissors
4 rulers
2 compasses
2 set squares (the exact size of the large triangular shape)
2 protractors (the exact size of the semi-circular shape)
4 pencils
2 sheet of A4 paper
12 X $100 notes
• Resource set - Middle-income countries: B1, B2
2 pencils
1 ruler
14 sheets of A4 paper
6 X $100 notes
• Resource se - Low-income countries: C1, C2
2 pencils
4 sheets of A4 paper
2 X $100 notes

7. Materials for the international market traders (one set per game)
The market traders are given an envelope with money. They are also given a template of the
shapes, so that they can check whether the shapes are the right size. The template also gives
the opening prices for the shapes.
• Template of shapes with their prices
• Banknotes: 30 x $50, 60 x $100, 20 x $500, 40 x $1000
• Pencil and rubber for marking changes to the prices of shapes
• Large envelope for keeping complete shapes “secure”

8. Materials for the game leader(s)

• Whistle (to use when giving announcements)
• Coloured paper and glue
• 10 sheets of A4 paper per game
• Rubber

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9. What to produce?

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244
the mango workshop

· Sustainable Development

Instructions Please find all materials in the pages that follow.

This activity is for children older than 11, so adaptation is adviced.

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 The Mango WS - think, educate and act for
sustainable development - Interchange - 2012

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights X Diversity
Conflict and Resolution X Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

Consumerism. How are our lives affected by stuff, how are these things produced, how can we
have a more sustainable lifestyle. An Interchange Programme is an excellent opportunity to
compare and understand how things work similar and different between the two countries
involved. Does consumerism signify the same in both countries?

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop/increase self and intercultural awareness

X 1a) Compare one’s own daily routines and responsibilities with those of the partner
1b) Compare oneself with other participants (both delegations)
Share and learn aspects of culture and customs with the Interchange partner and/ or host
X 1c)
family
1d) Interact appropriately with the partner independently (outside group activities)
2 Develop leadership skills; be an agent of change in your Programme context
2a) Contribute to planning and organizing hosting activities or national night
X 2b) Actively participate in group discussions and activities
X 2c) Interact with the partner through conversation and activities
Take an active role to provide a quality Programme and create a positive experience for all
2d)
participants
3 Learn how to work cooperatively and have a positive attitude towards others
3a) Behave respectfully and appropriately towards others
3b) Be inclusive when making group decisions
3c) Understand and respect differences of the partner Chapter
X 3d) Understand and respect other’s points of view
4 Become empowered for active global citizenship
Understand how the hosting activities and national night relate to at least one of CISV’s
X 4a) peace education content areas (diversity, human rights, conflict and resolution, and/or
sustainable development)
4b) Take personal responsibility to help make the Interchange a learning experience
X 4c) Understand the peace education can have a positive impact in one’s community
Consider how the Interchange participants can actively work for peace after the
X 4d)
Programme

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Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.

• Be able to reflect on one owns lifestyle and daily habits by participating in the activity.
• Be willing to compare and accept differences and similarities between own lifestyle
with that of others by listening to others and sharing personal views.
• Understand how the concept of consumerism might be different for the partner
country listening through the discussion.
• Illustrate an understanding of how one can have a sustainable lifestyle.
• Show an understanding of how consumerism is linked to Sustainable Development.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence

Background:
The I Have a Mango team created this activity and it was used at their tour in CISV Norway (and
Sweden and Germany) the fall of 2011. The workshop was designed to challenge Norwegian
youths’ view of their own lifestyle and to make them reflect on how consumerism affects their life.

The workshop has three parts that should be used together. The first part make the participants
aware of what they own, the second part make them reflect on how their things are produced and
brought from developing through production and finally to them. The third part focus on how and
what we can change in order to have a more sustainable lifestyle.

Because of this the activities should be used in the order they are presented, as both the second
and third part draw experience from what was discovered before.

The goals:
For the participants to reflect upon their own lifestyle, how their community affects them, and how
they can have a positive contribution in their community. They should also be able to understand
the problem of consumerism and the cycle of goods.

Activity one – what do you have in your closet?

- Materials: Pens, 6 A4 papers, each with one of the following words written on it.
BEDROOM – KITCHEN – LIVING ROOM – BATHROOM – GARAGE/ATTIC - CLOSET
- Time: 20 min
- Aim: For the participants to reflect on what they own and the quantity of things they have.
- Groups: 2-6 people in each group, depending on the amount of participants.

The activity:
1) Divided the participants in groups of 2-4 people (depending on the group size). Spread the
A4 papers out in the room, and send a group to each paper.
2) Instructions; A room is written on each piece of paper. Your task is to draw the things you
have in this room. You will get a couple of minutes (when facilitator see that they are
finished you stop them).
3) Send the participants to the next paper and ask them to do the same.
4) Continue like this until they are back where they started.
5) When the groups are back at the paper where they started, they present a few of the
objects drawn on the paper to the other groups. They then present the objects they find
the most interesting/common/surprising.

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Activity two – The story of stuff

- Materials: Copies of the document ‘The Path of Stuff’

- Time: 1 hour (30min to answer and present the questions, 20 min to watch the video)
- Aim: To understand the path stuff travels to get to the store, how unsustainable this can
be, and to reflect on more sustainable alternatives.
- Groups: 3-5 people in each group depending on the amount of participants.
- Video: The Story of Stuff (internet link is provided below)

For facilitators
The questions in the document ‘The Path of Stuff’ follows these 5 steps of production and
distribution
1. Extraction
2. Production
3. Distribution
4. Consumption
5. Disposal

These 5 steps will be explained in the video ‘The Story of Stuff’.

Preparations:
- Set up the video the story of stuff.
- Prepare the questions for the path so there is one copy for each group (the questions are
written at the end of this PDF).
- Select the items you will use in the activity (iPod, shoes, watch). Try to find items that
consist of several types of material (plastic, leather, metals).

The activity:
- Divide the participants in groups of 3-5 people, hand out one item (a different item for
each group) to each group, and give them a copy of the questions.
- They have between 10 and 20 minutes to answer the questions according to their item.
The facilitator(s) should go around to the different groups and ask them follow-up
questions.
- When the participants have finished answering the questions, they should present their
item to the others and give a short description of what they found out about their item.
- Watch the video ‘The Story of Stuff’ (20 min). In a village the participants should sit in
delegations while watching the movie so that their leader can translate and explain in
their respective language.

Activity three – The sustainable person

- Materials: 3 x A4 paper per group, pens.

- Time: 1 h – 1.5 hour
- Aim: reflect upon their own lifestyle, and to see ways of adapting to a more sustainable
lifestyle
- Groups: 3-5 people in each group (can be the same groups as in act 3).

The activity
- Divide the participants in groups of 3-5 people (or continue in the same groups as in act
2).
- This activity has 3 parts and they will get 10 minutes to prepare each part.
- Part 1 – the child: each group receives a paper and is asked to draw a child. In addition to
drawing the child they must draw the stuff this child need in order to live a good, healthy
and environmental friendly life. (10 min)
- Part 2 – the parents: the participants receive a new paper and draw the parents of the
child. This time they draw what the parents need to do in order to provide the child with
the things you identified in part 1. What actions must they take in order to give their child
the good, healthy, and environmental friendly life it deserves?
- Part 3 – the sustainable person: this time they are to draw a sustainable person – how
does this person live, how does he or she act.
- The presentation: When the three drawings are finished the groups present their drawing
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to the rest of the participants, and explain how they are sustainable and why. Then the
facilitator asks the question: what do WE need to do in order to adapt a more sustainable
lifestyle – this can be discussed in plenum or it can be a question the participants can
reflect on by themselves.

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

In this activity period we have done several activities. What do you think is the overall theme that
connects the activities?

What did you think about the video, where you surprised by the information?

How do you think that the things you drew in the first activity contribute to the cycle of
consumerism presented in the video?

Do you think the cycle of stuff presented in the video will change if we act more like the
sustainable people you created in part three?

Generalise:
What questions will help participants think about what they have learned and put their experience
into a wider context?

Do you think it is important to think about our consumer habits, - and why?

How can we make the cycle of stuff a more sustainable one?

How do you think this form of consumerism affects the world and humans?

Do you think there is room for fair-trade in this consumerism system?

Is the questions and situations related to consumerism the same for both countries?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?

What habits in you daily life could you change, can you learn something from the other country?

Can you think of any tips on how to have more of a sustainable lifestyle?

How will we benefit from adapting our habits?

Does every country need to make the same adaptations?

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4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

These activities are a part of the mosaic project the “I Have a Mango” project held in CISV Norway
the fall of 2011. You can read more about the Mango Tour here;
http://mosaic.cisv.org/stories/index.html

Materials: List the materials and their quantities to do the activity.

- Act. 1: Pens and paper. Each paper should have one of the following words written on it;
BEDROOM – KITCHEN – LIVING ROOM – BATHROOM – GARAGE/ATTIC – CLOSET
- Act. 2: One copy of ‘The Path of Stuff’ for each group. Pens, one of the items per group
and the video ‘The Story of Stuff’.
- Act. 3: 3xpaper per groups, pens.

The video – the story of stuff:

http://www.storyofstuff.org/movies-all/story-of-stuff/

Time & Group Size: Suggest the ideal time scale and group size for this activity.

- Act. 1: 2-6 people in each group, time 30 min (+/-)

- Act. 2: 3-5 people in each group, time 1 hour (+/-)
- Act. 3: 3-5 people in each group, time 1 – 1.5 hour

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

Always pay attention to the group discussions – do the participants need follow up questions?
The time set for the group-based tasks are not set, the participants might need more time or be
finished before time.
Make sure to explain the video – it might be that not everyone understood everything.

Activity Name: Each activity should have a name so it can be searched for in the database.

The Mango Workshop – think, educate and act for sustainable development.

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5. Print outs – The Path of Stuff

1. Which materials are in this object?

2. Where do these materials come from (country and natural resources)?

3. Where was it made?

4. Who built this object?

5. Where can you buy it?

6. Explain the route it has travelled from the place they made it to the place

we can buy it.

7. How much does this item cost?

8. What type of expenses are you covering when you pay?

a. Materials?

b. Cost of shipping?

c. Salary of store employee?

d. …

9. Where can you throw it away?

10. What happens with the old versions of the item?

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Peace education area · Sustainable Development

245
mango alias

Instructions Please find all materials in the pages that follow.

This activity is for children older than 11, so adaptation is adviced.

209
 Mango Alias - Interchange -2012

Introduction
Doing great activities with a great educational content doesn’t need to be difficult; we already
have so many of them in CISV! So that everyone can benefit from them, the Education Content
committee is building a database of all of our Peace Education activities. We need your help to
collect a selection of activities from all our programmes. To ensure these activities are collected in
a consistent way we are using an Activity Template, and there is one for each programme. This will
make it easier for everyone to use and share activities. The database will be located online in ‘The
Library’ and will be managed with help from each of the Programme Committees. The format of
this template is based on the CISV Experiential Learning model.

1. Educational Content
Areas(s) of Peace Education: Please check the box which identifies the main focus of the
activity.
Human Rights Diversity
Conflict and Resolution X Sustainable Development

Theme: A theme is used to connect a series of activities through a programme. What is the
Theme of your programme and how does this activity fit into it?

Fun social activity with sustainable development as the theme.

Educational Goals and Indicators: Please only check the ones your activity will focus on and
collect evidence for.

1 Develop/increase self and intercultural awareness

1a) Compare one’s own daily routines and responsibilities with those of the partner
1b) Compare oneself with other participants (both delegations)
Share and learn aspects of culture and customs with the Interchange partner and/ or host
1c)
family
1d) Interact appropriately with the partner independently (outside group activities)
2 Develop leadership skills; be an agent of change in your Programme context
2a) Contribute to planning and organizing hosting activities or national night
X 2b) Actively participate in group discussions and activities
X 2c) Interact with the partner through conversation and activities
Take an active role to provide a quality Programme and create a positive experience for all
2d)
participants
3 Learn how to work cooperatively and have a positive attitude towards others
X 3a) Behave respectfully and appropriately towards others
3b) Be inclusive when making group decisions
3c) Understand and respect differences of the partner Chapter
3d) Understand and respect other’s points of view
4 Become empowered for active global citizenship
Understand how the hosting activities and national night relate to at least one of CISV’s
4a) peace education content areas (diversity, human rights, conflict and resolution, and/or
sustainable development)
4b) Take personal responsibility to help make the Interchange a learning experience
X 4c) Understand the peace education can have a positive impact in one’s community
Consider how the Interchange participants can actively work for peace after the
4d)
Programme

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Evidence: How will you know if the participants have learned what the activity intended? Evidence
should be matched to the indicators you identified for this activity.

Fun social activity with sustainable development as the theme.

2. Explanation
Do:
Explain how the activity will happen from the beginning to the end. Be sure to include the following
things
(a) how the activity is introduced in relation to the Theme
(b) how the structure of the activity is explained, including group sizes and directions for what
participants will do
(c) what the role of leaders is during the activity e.g. how will they collect evidence

Background
This activity is an adaption of ALIAS.

•The participants are divided into 2-4 groups of 4-6 people. The groups are seated in a
room. On a table/ the floor, there is a bowl. This bowl contains several paper notes. All of
these notes have words written on them that somehow are related to sustainable
development.
Round 1:
• One group starts, and then they take turns. One person from the group takes a note from
the bowl and reads the word WITHOUT SAYING ANYTHING.
• The participant now has 1 minute to, without saying what is written on the note, explain
this word to the rest of her/his group.
• If the group guesses right before the time is out, the participant gets to draw a new note
and explain this.
• When the minute is up, the next group has its turn.
Round 2:
• When all the notes have been used in Round 1 you put the words back in the bowl and
start Round 2.
• In this round the Participants are not allowed to talk and have to express what is written
on the note using body language.
Round 3:
• In this Round the participants can only use their hands to explain what is written on their
note.

Suggestion of words:

• Plastic – Weather – Flood – River – Recycling – Ozone layer – CO2 emission – Solar
energy – Windmill – Food – Trash – Forest – House – Fisheries (artificial) – Public
transportation – Train – Bicycle – Textiles – Shopping

3. Debriefing
Reflect:
What questions will help participants reflect on what they experienced in the activity?

- In this activity you had to describe different words. Was this difficult?
- What kind of words did was written on the notes?

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Generalise:
What questions will help participants think about what they have learned and put their experience
into a wider context?

- Do you think these words have anything in common?

- One of the things the topic that CISV focus on is called Sustainable Development. Have
you ever heard about this?
Facilitator: When we talk about Sustainable Development we talk about how humans all over the
world can live a good life, where we also take care of the planet and make sure that we do not
destroy it. In order for this to happen we must take care of the air, water, animals, the nature, land
and those who live there.
- How do you think these words are connected to sustainable development?

Apply:
What questions will encourage the participants to think about how they can apply their learning in
different contexts and situations?

- How can we take care of these things, so that we use them in a sustainable way?
- Why is it important to take care of for instance water and the forest?
- What will the negative effect of for instance a flood be?

4. Materials and Background Preparation

Origin of Activity: Did you create this activity? If not, who did?

This activity is a version of the mimic game.

Materials: List the materials and their quantities to do the activity.

A bowl
Paper notes

Time & Group Size: Suggest the ideal time scale and group size for this activity.

30 – 45 min.

This activity can be used in any Programme, but the words have to quite easy in a village, and
should be more challenging if the participants are older.

Tips for facilitators: What tips do you have for anyone who wants to do this activity? Is there
anything that they should be particularly aware of?

There is no right or wrong in this activity, and the activity should be a fun way for the participants
to express themselves.

Feedback from leaders would be highly appreciated: We would love to hear how well the activity
worked for you and how we could improve it

Activity Name: Each activity should have a name so it can be searched for in the database.

MANGO ALIAS

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Categories · Peace education

Peace education area · Human Rights

246
draw it right

Instructions Please find all materials in the pages that follow.

213
Grades 7-9

Activity 1: Draw it Right

Time: 10-15 minutes

Human Rights Values: Rights, cooperation

Materials: 1 piece of large paper per group, 2 felt tip pens and a list of 10 rights

When To Do: Before Museum visit

Purpose of the Activity

To experience teamwork and to think about:

 Children’s rights
 How we can work together to increase respect for children’s rights

Human Rights and Responsibilities

Right to know your rights (Article 42, CRC). For all of us to enjoy these rights, we need to learn about our
rights and responsibilities.

Instructions
1. Prepare a list of 10 children’s rights (see below).

2. First, ask students if they know any of their rights.

3. Divide the group into 3 or 4 teams of 4 to 6 students per team. Ask each team to sit around a
piece of paper that you have placed on the wall at one end of the classroom. Place yourself at
the opposite end of the classroom.

4. Explain to students that this is a competition. The members of each team must identify the right
drawn by their teammates. The first team to identify all the rights drawn wins.

5. Ask 1 member of each team to come to you. You will whisper a children’s right in his/her ear.

6. The team members return to their respective teams and draw the right. The other team
members must guess what they are drawing. When the right has been identified, another
member of the team comes to you for the next right.

7. The activity ends when one of the teams has identified all the rights.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Group Discussion
After the activity, have students reflect on the experience.

You can use the questions below as a guide. Make sure to give students enough time during the group
discussion to think of their response.

Feel
 What did you like best about this activity?
 Did you know all the rights in this activity?
 Do you know other rights?

Think
 Do we all have the same rights?
 Can you think of some rights that are not always respected?
Examples: Can all children go to school? Do all children get to see a doctor when they are sick?

Act
 We all want to enjoy our rights, but what do we need to do to make sure that this is possible?
 All of us have the right to express ourselves. In addition we all have a responsibility to make sure
that everyone else in our group also has the freedom to express him/herself. How can we
cooperate to make sure that this right is respected in our group?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Tips for Facilitation

Ensuring everyone can perceive
 If a student is unable to see well, ensure his/her team has a white piece of paper and a thick
black marker to increase the contrast.

Ensuring everyone can understand

 Face students when giving instructions and ensure assistive devices are working.
 Speak clearly, loudly or quietly depending on the effectiveness for the students.
 Instruct students to face each other and speak clearly and confidently.
 Repeat and reword instructions if needed.
 Model the activity to clarify instructions.

Ensuring everyone can participate

 Give a right to the students who come up to the front. Whisper the right in their ear, and allow
all the students at the front 20-30 seconds to have-a-think about what they will draw before
returning to their group.
 If a student has difficulty with fine motor skills, give the student hand-over-hand support to help
them draw.
 If a student is unable to draw, have students act out the right instead.
 If a student is unable to come up to the front, go to him/her instead or have a partner help
him/her to retrieve the right.

For more Tips for Facilitation, please see Reference Sheet 4.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Children’s Rights
 The right to go to school
 The right to practice a religion
 The right to a decent home
 The right to eat
 The right to medical care
 The right to play
 The right to express your ideas
 The right to safety
 The right to rest
 The right to a clean environment
 The right to live with your parents
 The right to privacy

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Categories · Peace education

Peace education area · Human Rights

247
action reaction

· Diversity

Instructions Please find all materials in the pages that follow.

218
Grades 7-9

Activity 2: Action Reaction

Time: 35 minutes

Human Rights Values: Acceptance, respect, responsibility

Materials: Role cards (included) and red and green cards for voting
When To Do: Before Museum visit

Purpose of the Activity

To experience conflict situations and to think of ways of resolving conflict peacefully.

Human Rights and Responsibilities

Right to non-discrimination (Article 2, CRC); right to know and exercise your rights (Article 16, CRC); right
express your views (Article 12, CRC). In order to enjoy these rights, we need to respect differences, learn
what our rights and responsibilities are, and learn to respect other people’s right to their own opinions.

Instructions
1. Copy and cut out the role cards provided below. Choose role cards you feel are appropriate for
the group.

2. Divide the group in teams of two. Assign one person on each team to be the ‘Challenger’ and
the other person to be the ‘Respondent’.

3. Explain to the group that the activity involves reacting spontaneously to different situations that
may cause frustration and anger. The teams take turns improvising a situation according to the
information on the role cards. The Challenger begins by picking a role card and reading it to
him/herself. Then, the Challenger states what role he/she is playing in the situation and reads
the statement on the card out loud to the Respondent. The Respondent must react
spontaneously by improvising his/her reaction to the situation.

4. After each improvisation, the other students act as judges and decide whether the Respondent’s
reaction was appropriate. Give coloured cards to each student ‘judge’ for voting. ‘Red’ means
that the response was inappropriate and ‘green’ means that it was good. Ask the judges to
comment. Listen carefully to the comments and, when appropriate, add in some of the possible
solutions provided at the end of this activity.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

5. To make sure the group understands, model an example using a role card. Ask the group
whether your reaction was appropriate, invite additional comments and provide some of your
own, based on the possible solutions provided.

Variations
 Form teams of 3 or 4 people and ask them to create a skit based on a role card.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

10
Grades 7-9

Group Discussion
After the activity, have students reflect on the experience.

You can use the questions below as a guide. Make sure to give students enough time during the group
discussion to think of their response.

Feel
 What did you like best about this activity?
 Was it easy to respond quickly to conflict situations?
 What was the hardest part of this activity?

Think
 How did you react in these situations?
 What strategies did you use to handle the situations?
 Are there services in the community to help us find peaceful solutions to conflict?

Act
 How can you respond to conflict situations that arise at school or at home?
 How can we resolve similar situations without getting angry?
 How can we teach others to peacefully resolve conflict?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Tips for Facilitation

Ensuring everyone can perceive
 If a student is unable to see, print the role cards in Braille or read the role card to him/her.
 If a student is unable to see well, use black and white and enlarge print when printing the role
cards to ensure high contrast.
 Use black and white cards for voting. White means that the response was inappropriate and
black means that it was good.
 Encourage all students to use verbal cues and expressions in their reactions.

Ensuring everyone can understand

 Face students when giving instructions and ensure assistive devices are working.
 Speak clearly, loudly or quietly depending on the effectiveness for the students.
 Instruct students to face each other and speak clearly and confidently.
 Repeat and reword instructions if needed.
 Model the activity to clarify instructions.

For more Tips for Facilitation, please see Reference Sheet 4.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Role cards (to be copied)

Role #1

Role: I am your friend.

Statement: “I saw you talking that lesbian at school. I don’t want you to talk to her.”

Activity 2
Role #2

Role: I am your friend.

Statement: “I saw a picture of me on your Facebook page. You have no right to put my picture
on Facebook without my permission.”
Activity 2
Role #3

Role: I am your basketball coach.

Statement: “You’re wearing a head scarf. You can wear it off the court, but when you play
basketball, you can’t play with a hijab on!”
Activity 2
Role #4

Role: I am a police officer.

Statement: “Hey young man. Show me your ID.”

Activity 2
Role #5

Role: I am a person walking down the street.

Statement: “Excuse me? You just pushed me. Watch where you’re going. You’re not the only
one on the street.”
Activity 2

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Role cards (to be copied)

Role #6

Role: I am your mother.

Statement: “I heard you went to see the nurse the other day at school. What was that all
about?”
Activity 2
Role #7

Role: I am your teacher.

Statement: “Open up your locker right now! I want to see what’s inside. I’m sure you have
drugs in there.”
Activity 2
Role #8

Role #8: I am a friend of your mother’s.

Statement: “Young people today don’t have any values anymore. They’re totally irresponsible.”
Activity 2
Role #9

Role: I am a school social worker.

Statement: “I’ll have to call your parents. You have drug issues and we have to do something
about it!”
Activity 2
Role #10

Role: I am your boss.

Statement: “I’m sure somebody’s stealing stuff from the office. I’ve decided to install a security
camera to keep an eye on everyone.”
Activity 2

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Role cards (to be copied)

Role #11

Role: I am your friend.

Statement: “Check out that new kid at school! He just arrived from a reserve! What’s he doing
here anyway?”
Activity 2
Role #12

Role #12: I am your parole officer.

Statement: “I know that some of your friends are a bad influence. You shouldn’t be hanging out
with those people.”
Activity 2
Role #13

Role #13: I am your foster parent.

Statement: “Why would you want to spend time with your biological family? Aren’t we good
parents?”
Activity 2
Role #14

Role #14: I am your respite worker/caregiver.

Statement: “I’m responsible for you when your parents aren’t here, so you need to listen to
me.”
Activity 2
Role #15

Role #15: I am your educational assistant.

Statement: “I know that you don’t like to do this, but to get better at it, you need to practice.”
Activity 2

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Possible solutions

 Role #1: I am your friend.

Statement: “I saw you talking to that lesbian at school. I don’t want you to talk to her!”

Discuss discrimination and homophobia with students. Homophobia is fear of homosexuals or

people perceived to be homosexual. Homophobia takes the form of hatred that often turns into
physical or verbal abuse. Ask students to talk about the reasons why some people are homophobic.
Ask them for possible solutions. For example, how can we respond to a homophobic person? How
can human rights values help us?

 Role #2: I am your friend.

Statement: “I saw a picture of me on your Facebook page. You have no right to put my picture on
Facebook without my permission!”

Before publishing a picture of a friend or stranger on the Internet, we need to get permission from
them. Did you know that the media is not allowed to publish a person’s face without that person’s
authorization? Ask students to suggest ways of requesting permission from other people to put their
photos on Facebook.

 Role #3: I am your basketball coach.

Statement: “You’re wearing a head scarf. You can wear it off the court, but when you play
basketball, you can’t play with a hijab on!”

Nobody can be prevented from playing. That qualifies as discrimination. However, a person may be
asked to wear a hijab specifically designed for sports.

 Role #4: I am a police officer.

Statement: “Hey, young man. Show me your ID!”

When police officers have reasonable grounds to believe that a person has committed an offence,
they may ask that person to identify him/herself (giving first and last names, address, date of birth
and phone number). They may ask for an ID card, but, in Canada, as in other countries, there is no
official ID card that people are required by law to have on them. The person might, therefore, not be
carrying ID. However, it is important for all everyone, including youth, to provide their true identity

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

and to cooperate when they are being questioned by the police. Lying about your identity is a
criminal offence.

 Role #4: I’m a person walking on the street.

Statement: “Excuse me? You just pushed me. Watch where you’re going! You’re not the only one on
the street.”

Ask students to share their views on this. Explore solutions together.

 Role #5: I am your mother.

Statement: “I heard you went to see the nurse the other day at school. What was that all about?”

Registered nurses cannot disclose any confidential information they have received. However, if the
young person’s security or development is considered to be in danger, the nurse will have to contact
social services (youth protection). Youth have the right to privacy, but they also have the right to be
protected from abuse. For more information see provincial legislation (e.g. Youth Protection Act in
Quebec).

 Role #6: I am your teacher.

Statement: “Open up your locker right now! I want to see what’s inside. I’m sure you have drugs in
there!”

Teachers may search a locker if they have reasonable grounds to believe that there are drugs inside.
On the other hand, a teacher is not allowed to search a particular student’s locker or all student
lockers routinely.

 Role #7: I am a friend of your mother’s.

Statement: “Young people today don’t have any values anymore. They’re totally irresponsible!”

Ask students to share their views on this. Explore positive ways to respond to this kind of statement.

 Role #8: I am a school social worker.

Statement: “I’ll have to call your parents. You have drug issues and we have to do something about
it!”

Registered social workers cannot disclose any confidential information they have received.
However, if the young person’s security or development is considered to be in danger, the social

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

worker will have to contact social services (youth protection). Youth have the right to privacy, but
they also have the right to be protected from abuse. For more information see provincial legislation
(e.g. Youth Protection Act in Quebec).

 Role #9: I am your boss.

Statement: “I’m sure someone is stealing stuff from the office. So I’ve decided to install a security
camera to keep an eye on everyone.”

Ongoing video surveillance of employees violates the right to privacy, honour and reputation, as
well as the right to fair and reasonable working conditions. For security reasons, a camera could be
installed at the entrance of a building. When employers believe that someone is stealing from them,
they can call the police.

 Role #10: I am your friend.

Statement: “Check out that new kid at school! He just arrived from a reserve! What’s he doing here
anyway?”

Discuss discrimination and racism with students. Ask students to discuss the reasons why some
people make racist/discriminatory comments and why they are directed at certain groups. Ask them
for possible solutions. Reinforce the idea of open, diverse communities where everyone has a place
and should be respected regardless of where they come from or their cultural background. Get
students to identify some of the strengths of a diverse community.

 Role #12: I am your parole officer.

Statement: “I know that some of your friends are a bad influence. You shouldn’t be hanging out
with those people.”

Discuss what being on parole means, and how it affects the choices of youth on parole. Ask students
what type of circumstances lead to a young person being put on parole. Also ask whether they think
that his/her rights, for example the right to choose their friends, are the same when he/she is on
parole.

 Role #13: I am your foster parent.

Statement: “Why would you want to spend time with your biological family? Aren’t we good
parents?”

Discuss what being part of a foster family means. Explore positive ways of responding to this kind of
statement.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

 Role #14: I am your respite worker/caregiver.

Statement: “I’m responsible for you when your parents aren’t here, so you need to listen to me.”

A respite worker or caregiver has the responsibility to ensure that no harm comes to you in the
absence of your parents or guardian. Explore positive ways of responding to this kind of statement.

 Role #15: I am your educational assistant.

Statement: “I know you don’t like to do this, but to get better at it, you need to practice.”

Discuss the role of an educational assistant in a classroom.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Categories · Peace education

Peace education area · Human Rights

248
gender matters

· Diversity

Instructions Please find all materials in the pages that follow.

230
Grades 7-9

Activity 3: Gender Matters

Time: 35 minutes

Human Rights Values: Respect

Materials: Magazines, list of characteristics, markers, glue, tape 2 large pieces of paper,
strips of paper, scissors

When To Do: After Museum visit

Purpose of the Activity

To think about gender stereotypes, roles and issues.

Human Rights and Responsibilities

Right to non-discrimination (Article 2, CRC); right to privacy (Article 16, CRC); right to express your views
(Article 12, CRC). In order for everyone to enjoy these rights, it is important to respect differences, as
well as other people’s privacy and views.

Instructions
1. Ask students to cut out pictures of men and women from magazines, flyers, catalogues or
newspapers.

2. Have students glue the pictures of men on a large piece of paper and the pictures of women on
another. Display both of these on the wall.

3. Give each student 3 or 4 strips of paper and a marker.

4. Ask the students to think of characteristics they associate with men and women and have them
write these in large print on the strips of paper. Then ask them to stick the words next to the
pictures. If necessary provide examples from the list of characteristics below.

5. Explore the question of stereotypes associated with men and women by asking students to
explain why they chose those characteristics.

Variation
Get the male and female students to do the activity separately and then compare the results. Do they
both perceive gender characteristics of men and women in the same way?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Group Discussion
After the activity, have students reflect on the experience.

You can use the questions below as a guide. Make sure to give students enough time during the group
discussion to think of their response.

Feel
 Describe in 1 word the activity you have just done.
 Do you agree with the characteristics associated with men? With those associated with women?

Think
 Why do we associate particular characteristics with men and others with women?
 Are these characteristics always accurate? Why or why not?
 Are some of the characteristics that describe you different from those traditionally ascribed to
women or men?
 What are the consequences of stereotyping?

Act
 How can we promote a more positive image of both men and women?
 What could you do if someone doesn’t respect you or someone else because you are different?
 What can we do to change gender stereotypes and discrimination within our class or when we
are with our friends or family?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Tips for Facilitation

Ensuring everyone can perceive
 If a student is unable to see well, instead of selecting pictures from magazines, have the student
name well-known men and women and place their names on the appropriate large piece of
paper. Help him/her understand the pictures posted by describing them.
 Pair the student with a classmate to prepare the strips of paper with characteristics.

Ensuring everyone can understand

 Face students when giving instructions and ensure assistive devices are working.
 Speak clearly, loudly or quietly depending on the effectiveness for the students.
 Instruct students to face each other and speak clearly and confidently.
 Repeat and reword instructions if needed.
 Model the activity to clarify instructions.

Ensuring everyone can participate

 If a student is unable to cut out pictures from a magazine with scissors, assign him/her an
alternative task, such as sticking the pictures cut out by other students on the large pieces of
paper.

For more Tips for Facilitation, please see Reference Sheet 4.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

List of Characteristics Words

 Dependent
 Independent
 Sensitive
 Submissive
 Dominant
 Good at cooking
 Strong
 Takes care of his or her appearance
 Considerate
 Faithful
 Courageous
 Discrete
 Gentle
 Good at business
 Spiritual
 Hot
 Sexy
 Brave

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Categories · Peace education

Peace education area · Human Rights

249
on a tight rope

· Diversity

Instructions Please find all materials in the pages that follow.

235
Grades 7-9

Activity 4: On a Tight Rope

Time: 35 minutes

Values: Acceptance, responsibility

Materials: 3 pieces of string or rope (each 1 meter long each), post-its, talking stick, large
pieces of paper, tape and markers

When To Do: After Museum visit

Purpose of the Activity

To express individual views on the human rights of youth.

Human Rights and Responsibilities

Right to know your rights (Article 42, CRC); right to express your views (Article 12, CRC). In order to enjoy
these rights, we need to learn what our rights and responsibilities are, and learn to respect other
people’s views.

Instructions
1. Hang 3 pieces of rope horizontally, one above another on the wall. Write “yes” at one end of
the 3 pieces of rope and “no” at the other end.

2. Enlarge, if necessary, and copy and cut out the 3 statements listed at the end of this activity and
tape a statement above each piece of rope. Each piece of rope then represents that statement
about youth rights.

3. Give 3 post-its to each student. Read the statements out loud. Everyone must ‘vote’ as to
whether or not they think the right expressed in each statement is respected at school, at home
and in the community. Students can answer “yes” or “no” or nuance their responses by sticking
their post-its wherever they want along the rope.

4. Ask students to explain their answers and to give examples.

5. Ask the group to suggest ways to ensure the right referred to in each statement is respected.

6. Write down the solutions proposed by the students on a large piece of paper and tape it on the
wall.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Variations
1. Instead of using pieces of rope and post-its to vote, students vote by positioning themselves on
an imaginary line (continuum) that goes from “yes” to “no.”
2. You may create other statements on issues facing youth. This type of activity can be used to
explore the group’s views on a range of topics.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Group Discussion
 After the activity, have students reflect on the experience.
 You can use the questions below as a guide. Make sure to give students enough time during the
group discussion to think of their response.

Feel
 How did you like this activity?
 Is it easy to discuss youth rights?

Think
 What did you learn from this activity?
 What are the most important rights for young people?
 Which rights are most at risk in our school or community?

Act
 You have come up with ways to ensure that our rights are respected. Can some of these ideas
be put into practice?
 How can you educate other young people and adults in our community about the rights of
youth?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

26
Grades 7-9

Tips for Facilitation

Ensuring everyone can perceive
 Use white post-its and a thick black marker to increase the contrast of students’ responses.

Ensuring everyone can understand

 Face students when giving instructions and ensure assistive devices are working.
 Speak clearly, loudly or quietly depending on the effectiveness for the students.
 Instruct students to face each other and speak clearly and confidently.
 Repeat and reword instructions if needed.
 Model the activity to clarify instructions.

Ensuring everyone can participate

 If a student has difficulty with mobility, pair him/her with a classmate who can help place their
post-its on the wall.

For more Tips for Facilitation, please see Reference Sheet 4.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Statement on youth rights (to be copied)

Youth can express their views and be heard

You have the same rights as adults.

All youth are treated equally.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Categories · Peace education

Peace education area · Human Rights

250
wall-to-wall graffiti

Instructions Please find all materials in the pages that follow.

241
Grades 7-9

Activity 5: Wall-to-Wall Graffiti

Time: Three 90-minute sessions

Human Rights Values: Responsibility and rights

Materials: Large pieces of paper, sheets of paper, pencils or paint pens, magazines,
glue, scissors

When To Do: After Museum visit

Purpose of the Activity

To think about the different ways in which young people express who they are and what they think.

Human Rights and Responsibilities

Right to non-discrimination (Article 2, CRC); right to privacy (Article 16, CRC); right to express your views
(Article 12, CRC). In order for everyone to enjoy these rights, it is important to respect each other’s
differences, as well as other people’s privacy and views.

Instructions
1. Tape large pieces of paper on a wall. Ask students to write graffiti they have seen on bathroom
walls, in parks, at school or other places, without censoring anything on the large piece of paper.
Add other graffiti as needed.
2. Lead a discussion about the graffiti by asking a few questions. Get the group to take a critical
look at racist, sexist, homophobic or discriminatory language.
 How do you feel when you see this graffiti? Do you agree with it? Why?
 Is graffiti helpful or harmful? In what ways can graffiti be helpful or harmful?
 Graffiti is sometimes described as “youth art.” Do you agree with this statement? Why do
you think some youth do graffiti?
3. After the discussion, have students create a graffiti wall that reflects their personalities. Give
each student a sheet of paper that will represent one brick of the wall. Ask each student to
design a brick that somehow describes him/her by creating a tag (hip-hop style signature), a
drawing or a collage. The “brick” could, for example, portray a student’s most important value,
his/her greatest quality, personal motto, wildest dream, or a cause he/she feels strongly about.
4. Create the graffiti wall by taping the “bricks” of paper side by side and ask each student to
explain what his/her brick represents.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Variation
 Using a sheet of vinyl create a graffiti wall to display in the school. Alternatively, create graffiti
on a legitimate graffiti wall that the municipality has made available to young people.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Group Discussion
After the activity, have students reflect on the experience.

You can use the questions below as a guide. Make sure to give students enough time during the group
discussion to think of their response.

Feel
 Did you like creating a graffiti wall? Why or why not?

Think
 Is graffiti a good way to express who we are and what we think?
 Why is it important to express what we think and what we experience?
 Looking at the different bricks, is it possible to identify patterns that are common to the whole
group?
 Are bricks created by the female students different than those by the male students? In what
way?

Act
 What can we do to ensure that youth’s ideas are heard and respected by the group and by
society?
 What can we do to ensure that everyone in our group feels they are being respected?
 What can we do to get to know each other better?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 7-9

Tips for Facilitation

Ensuring everyone can perceive
 If a student is unable to see well provide an exemplar with high contrasting colours, or
dimensional paint to help him/her understand the activity.
 Create a tactual outline or border of the area the student needs to color in (use a glue gun or
dimensional paint).
 Help him/her to “look” with their hands and fingers for the location of the materials.

Ensuring everyone can understand

 Face students when giving instructions and ensure assistive devices are working.
 Speak clearly, loudly or quietly depending on the effectiveness for the students.
 Instruct students to face each other and speak clearly and confidently.
 Repeat and reword instructions if needed.
 Model the activity to clarify instructions.

Ensuring everyone can participate

 If a student is unable to draw, pair him/her with another student. Have them come up with a
system of working collaboratively.

For more Tips for Facilitation, please see Reference Sheet 4.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

32
Categories · Peace education

Peace education area · Human Rights

251
our values

Instructions Please find all materials in the pages that follow.

This activity is for children older than 11, so adaptation is adviced.

246
Grades 10-12

Activity 1: Our Values

Time: 30 minutes

Human Rights Values: Human rights values

Materials: 4 large pieces of paper, markers

When To Do: Before Museum visit

Purpose of the Activity

To encourage young people to think about their own values and human rights values.

Human Rights and Responsibilities

Right to express your views (Article 12, CRC). In order to enjoy this right, we need to learn what our
rights and responsibilities are, and to learn to respect other people’s views.

Instructions
1. Write one of the following human rights values on each large piece of paper and place them in 4
different places around the room. Human rights values: inclusion, respect, cooperation and
respect for diversity.

2. Ask students to stand next to the value that is most important to them. Form a team with the
students who have gathered around the same value.

3. Ask the teams to discuss what the value they have selected means to them in their daily lives,
and to give concrete examples.

4. Have the teams prepare a short skit to illustrate the human rights value they have chosen.

5. Have each team present their skit. After each skit, the rest of the group comments on the skit
and discusses the value that was demonstrated.

6. For each skit, read the definition for the corresponding human rights value provided below. Ask
students if they agree with the definition.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 10-12

Group Discussion
After the activity, have students reflect on the experience.

You can use the questions below as a guide. Make sure to give students enough time during the group
discussion to think of their response.

Feel
o What did you like or dislike about this activity?

Think
o Why are these human rights values important in our school? In our daily lives?
o Some adults say that youth don’t have values. Do you agree with this statement? Why or why
not?
o Are there values which deserve to be more widely recognized and better respected?

Act
o What can we do to promote these values and ensure that they are better respected?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

6
Grades 10-12

Tips for Facilitation

Ensuring everyone can perceive

 If a student is unable to see well, ensure he/she is close to where the skit is taking place. Have
one student summarize the action at the end of each skit.

Ensuring everyone can understand

 Face students when giving instructions and ensure assistive devices are working.
 Speak clearly, loudly or quietly depending on the effectiveness for the students.
 Instruct students to face each other and speak clearly and confidently.
 Repeat and reword instructions if needed.
 Model the activity to clarify instructions.

Ensuring everyone can participate

 Instead of creating skits on the values, ask the teams to do a drawing that illustrates a value or
create a rap about a value.

For more Tips for Facilitation, please see Reference Sheet 4.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

7
Grades 10-12

Human Rights Values

 Cooperation is working together to achieve a common goal.
 Respect is recognizing that every person is important and must be treated with dignity. In the
context of human rights, respect does not need to be earned; it is the right of every person in all
circumstances.
 Inclusion is recognizing that every person is a full member of society and of the group.
 Respect for diversity is recognizing and appreciating individual differences.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

8
Categories · Peace education

Peace education area · Human Rights

252
the love web

Instructions Please find all materials in the pages that follow.

This activity is for children older than 11, so adaptation is adviced.

251
Grades 10-12

Activity 5: The Love Web

Time: 30 minutes

Materials: A ball of yarn

When To Do: After Museum visit

Purpose of the Activity:

To think about relationships, love, self-respect and respect for others

Human Rights and Responsibilities

Right to express your views (Article 12, CRC). In order to enjoy this right, we need to respect and listen
carefully to others.

Instructions
1. Explain to students that in this activity they will create a symbolic web that represents the bonds
we form with those we love and care about. During the group discussion, students will create a
“‘spider’s web’ using a ball of yarn.

2. Ask the class to form a circle.

3. Take the end of the ball of yarn and hold it in your hand. Start the activity by completing the
following sentence: “To love someone means …” You could say, for example: “To love someone
means you don’t want bad things to happen to them.”

4. Throw the ball to another student, while holding the end of the yarn. The web will begin to take
shape.

5. The student you throw the ball to also completes the sentence “To love someone means …” and
then throws the ball to someone else.

6. When everyone has caught the ball and the web is formed, ask students to think about
something that can end a relationship (eg. with a close friend, family member,
boyfriend/girlfriend). After giving an example, each person cuts off a strand of yarn so that, at
the end, the web is completely destroyed.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Grades 10-12

Group Discussion
After the activity, have students reflect on the experience.

You can use the questions below as a guide. Make sure to give students enough time during the group
discussion to think of their response.

Feel
 How did you like this activity?
 Is it easy to talk about love?

Think
 Why do we need to be loved?
 What do self-respect and respect for the other person mean in a relationship?
 What do freedom and equality mean in a relationship?
 Are conflicts or misunderstandings a normal part of a relationship?
 Is violence acceptable in a relationship? Why or why not?
 How can we deal with disagreements without using violence?

Act
 What can you do when someone you love or care about doesn’t respect you?
 What can you do when someone tells you that they are in an abusive relationship?

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

30
Grades 10-12

Tips for Facilitation

Ensuring everyone can perceive

 If a student is unable to see well, give them the ball of yarn instead of throwing it.
 Use verbal cues.

Ensuring everyone can understand

 Face students when giving instructions and ensure assistive devices are working.
 Speak clearly, loudly or quietly depending on the effectiveness for the students.
 Instruct students to face each other and speak clearly and confidently.
 Repeat and reword instructions if needed.
 Model the activity to clarify instructions.

For more Tips for Facilitation, please see Reference Sheet 4.

Adapted from: Equitas- International Centre for Human Rights Education, Speaking Rights Human Rights Education Toolkit for Youth 13-18 on January 31, 2014

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Categories · Peace education

Peace education area · Sustainable Development

253 amazing waste

Time frame 45 minutes

Equipment The content of a bag of groceries (see list below), one large sheet of paper per group,
markers

Aim To increase awareness of how we can practice conservation in our daily lives

Instructions One person serves as a leader in showing the kind and amount of material that is thrown
away by looking at the contents of a bag of groceries. Any food can be used, but the following would be
typical of an American breakfast.
Food
Type of package
Orange Juice
Plastic-coated paper carton
Cornflakes
Box: waxed-paper bag inside
Bread
Plastic bag
Butter
Box: each quarter wrapped in foil
Milk
Plastic Jug
Fresh fruit
Styrofoam tray: plastic outer wrap
one paper grocery bag
When you brush your teeth after breakfast the toothpaste you use is in a plastic tube with a plastic
lid. The toothpaste came packaged in a box.
Fact: Every year almost 60 billion pounds of plastic are produced in the United States. About 25 per
cent of that amount is used in food packaging.
Divide onto small groups for discussion. Suggested topics for discussion:
1. What natural resources are used in making packaging materials?
a. The cardboard for the boxes was made from paper which comes from trees.
b. Aluminium foil comes mostly from bauxite, a mineral mined from the earth.
c. Raw materials such as coal, limestonem petroleum, salt and water are used to make plastics.
2. What are some advantages using plastic? Plastic is:
a. Lightweight but rugged (Example: Flashlight)
b. Flexible (Example: Squeeze bottle of ketchup)
c. Clear of coloured so you can see the packaged item but it is kept clean. (Example: Bag of potatoes,
toy with small parts)
d. Resistant to heat (Example: Handle of a coffee pot)
e. Not affected by moisture or sunlight (Example: Fabrics and fibers used in stockings and drapes)
3. What are some disadvantages about plastic? Plastic can be:
a. Harmful to wildlife. Birds can get plastic can rings around their necks. When they are unable to
swallow they die. Sea turtles may think plastic bags floating in the water are jellyfish and swallow the
bags. This could cause intestinal blockage and they would die.

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 b. Hard to dispose of because of the time involved. Plastic bags take 10-20 years to decompose.
Plastic-foam cups and plates never decompose. Plastic fill one third of the landfill space in the United
States.
c. Expensive to recycle. It must be sorted according to colour and kind of plastic. It must be cleaned
before it can be reused. Many plastic give off toxic gases that pollute the air if they are burned.
What can you do? Write down ideas to share with the group.
1. Buy recycled paper products such as writing paper and greeting cards. Look for recycled paper
sign.
2. Use shredded newspapers as bedding materials for pets such as guinea pigs.
3. Don’t throw away any paper that has been written on one side.
4. Save plastic bags, wash them, let dry and use again.
5. Use reusable food containers instead of plastic wrap to store food in refrigerator.
6. Remember newspapers, glass containers, plastic, aluminum, and tin cans can be recycled
7. Buy items in bigger containers do not so many containers are needed.
8. Buy fresh fruits and vegetables that are not already packed.
9. Put old, torn materials that can’t be used for anything else in a "rag bag" and use it instead of
paper towels for messy jobs or art projects.
l0. Keep a bott1e of water in the refrigerator. When you are
thirsty you can drink the cool water instead of running water from
the faucet until it is cold. It saves water!
11. Buy toys that are made to last. Wooden toys can be passed on
to another generation.
12. Take good care of your toys so younger brothers and sisters can use them.
13. Don’t throw things away if they can be recycled. Donate outgrown clothing, toys you no longer
use, old furniture, and old books to organizations that can use them or that will fix them up to sell.
14. When you go for walks take along a garbage bag to pick up trash along the way.
15. Feed the birds. You can make a feeder by spreading peanut butter over a pine cone and hanging
it outside.
16. Cut up six-pack rings which come on aluminum cans before you throw them away. Then animals
won’t get caught on them.
I7. If your grocery store has bins for recycling, take your paper and plastic bags there.
18. Plant a tree. It will reduce carbon dioxide in the air, provide shade, and be beautiful for many
years.
19. Turn out the lights when no one is using them.
20. Take a shower instead of a bath. It uses less water.
These are a few ideas that children can do to help save our environment.

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254 art gallery

Time frame 1 hour

Equipment Paint, paper, a large play area, pens.

Aim Awareness of the environment and that we should care and maintain it.

Instructions All the children are fishermen. One of the leaders is the king, another one is the owner
of a gallery of art, another a banker and another has a shop. Fish (paper) are hidden in half of the site.
The children have 5 minutes to go and get the fish. Then they have to sell them to the banker. With the
money they have to pay taxes to the king and can buy materials at the shop to make pictures to sell to
the art gallery.They have 15 minutes for that. The game repeats three times, but the last time they will

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realize they do not have that many fish and can’t get money to pay taxes and make pictures. Afterwards
they can discuss about maintaining the environment as we should. We should fish, but allow them to
survive. We should be replanting trees and restoring as well as taking from the environment.
Suggestions
The owner of the art gallery could give more value for plcture out the environment. The fish should
be replaced in fewer number for the second and third part of the game.

Categories

Time frame
· Peace education

30 minutes
255
blind millipede trust game

Equipment Blindfolds for each participant

Aim To build trust and make children aware of the environment

Instructions Have groups of 6 to 8 children and blindfold them. They should then be put into a line
and hold on the shoulder’s of the one in front. One of the leaders (not blindfolded) should lead the
millipede to an outdoor area (if possible a park or a forest). The children should be barefoot. Walk
for 10 minutes with the them but no longer (their concentration will not be effective for longer). They
shouldn’t talk on their way, just concentrate where they walk. After the ten minutes they can open their
eyes and now the group has to find the same way back by feeling the ground again with their feet and
helping each other.

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Time frame
· Peace education

30 minutes
256 circle drawing

Equipment A large sheet of paper (one per group), pencils, crayons, markers.

Aim To involve everyone in a drawing activity with an outdoor theme.

Instructions Divide into smaller groups with a leader for each group.
The leader asks the group to sit in a circle. He/she explains that each person will draw something
as the paper goes around the circle, making a picture story which takes place outdoor. The picture can
include people, animals, weather, seasons, special places like the beach, the woods, the mountains, etc.
When the picture is completed, ask the first child to tell what he/she was thinking when drawing
the first picture. Ask several children to "tell" the story by interpreting the pictures.

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collecting garbage

Time frame Ongoing project

Equipment Garbage boxes labeled in each language according to types of garbage.

Aim Caring for the environment and learning names/words in different languages

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Instructions In a camp you can collect the garbage separately. That means you should have different
garbage boxes and write on each one what they are for - glass, plastic, paper, etc. The leaders should
write it on the box in their language to make it easier for the children. At the end of every week, weigh,
recycle, and discuss the waste and what could have been done differently.

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Time frame
· Peace education

30 minutes
258
did you ever see a horse jog?

Equipment Wide open spaces and children with energy and enthusiasm

Aim To ENJOY the outdoors while learning the secret of "playful running".

Instructions Children are familiar with horses, and the effortless way they run. This activity varies
the pace so non-athletic children feel included. Children also enjoy imitating animals.
The way a horse moves forward is called its gait. The leader should demonstrate the various gaits
being used.
a. Walk
Slow, steady pace. This is each person’s normal walking style.
b. Trot
Faster than a walk. Your feet slide forward with your heels barely leaving the ground. Take short
steps in a relaxed, forward motion with your arms swinging loosely at your sides.
c. Canter
Faster than a trot. Your knees come up higher. Your arms stand out, moving in circles ahead of you.
d. Gallop
Faster than a center. You pick up the speed, taking bigger strides. Your arms move in rhythm,
swinging freely at your sides.
Be sure the children are familiar with the gaits by trying several practice demonstrations with the
whole group.
Divide into smaller groups with a leader for each group. Vary the paces and reverse directions to
keep the children interested.

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earth’s treasure chest

Time frame 30 minutes

Equipment A very large fancy drawing of a treasure chest. Paper, crayons, and markers for each
participant

Aim To promote awareness of the earth’s resources, treasures and their importance to mankind.

Instructions Prepare a large treasure chest out of paper or poster board (This could be an activity
done at an earlier time by youth using glitter, jewels, collage materials decorating only the outside of
the chest). Explain that you want them to think of all the earth’s special resources and gifts. Draw, label
and place one by one inside the chest. As the Village progresses, place additional items inside or call
attention to good things that happen and suggest that they be drawn, labeled and added to the chest.

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ecological poster

Time frame 45-60 minutes

Equipment One poster board or paper for each delegation, Paint, Markers, crayons, coloured pencils

Aim Environmental awareness

Instructions Each delegation has to draw and show in a poster the ecological problems they face
where they live. Afterwards each delegation presents and shows its poster to the rest of the kids.

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261 find a tree

Time frame 40 minutes

Equipment Blindfolds, wooded area

Aim To develop trust and inistiate a discussion about the environment

Instructions Children are paired and take turns leading a blindfolded partner to a tree. They investi-
gate the tree and its surrounding area without removing the blindfold. They are led back to the starting
point. The blindfold is removed and they attempt to find their tree.

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Peace education area · Sustainable Development

262 flowering

Time frame 45 minutes

Equipment A piece of paper for each person. A bag of peanuts, walnuts, or leaves from a single tree
for each group of ten. Black crayons or markers, coloured chalk pastels.

Aim To teach that each life form is unique to itself. Never before or again will any pattern be repeated.
This truth is of great magnitude, for it flows throughout all universal forms. This exercise deals with
the dangers of peer pressure and conformity.

Instructions Provide a bag of peanuts in shells to a group of 10 to 12.

Have each person select a peanut for careful study, then have them give you the peanut. Mark each
peanut with a code of letters and numbers and on a sheet of paper. Record the name of the person and
the associated code. Place the peanuts into a bag and have the people find their peanuts. Afterwards
discuss why it is that the universal structure of all life forms is uniquely different, yet peer pressure is
directed towards conformity.
Draw a large flower (such as a daisy with a big centre and many details) on the chalkboard. Each
person then receives a piece of white paper and a black marker with instructions to carefully copy the
big flower onto their paper. Follow up by having each person print their name with the black marker

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on the inner circle of the big flower drawn on paper. Using only two colours, yellow and red, make
their flower unique and different from all other flowers. Do not use patterns, but do blend the colours
together on each petal in a loving way. Us fingers to blend in a caring way. Pastels or coloured chalk are
good to use. Cut the flowers out and place on a bulletin board.

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good earth’s deeds

Time frame 45 minutes

Equipment Paper, crayons, markers, pencils

Aim To have participants think about what they can do to protect our earth and environment.

Instructions Group discussion of "What is a good deed"? Can you share some good deeds you have
done this week? Generally people think of what they have done to help their friends. Allow plenty of
time for sharing, but also point out the things different members of the group have done. Point out that
we can also do good deeds for the planet Earth and all its inhabitants. Divide the group into four with
each taking one of the following categories as their task to illustrate either on a large piece of paper or
individually: Good Deeds for the Land; Good Deeds for Animals; Good Deeds for the Oceans; Good
Deeds for Energy Usage. Have the artists share their drawings and then display with a large appropriate
heading on the bulletin board.

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Peace education area · Sustainable Development

264 habitat lap sit

Time frame 20-30 minutes

Equipment People, cooperation, and adequate space

Aim To emphasize the interrelatedness of all components of habitat.

Instructions All join hands to form a perfectly round circle. Leaders designate some children to rep-
resent particular animals. One animal should be a homo sapiens in order to highlight the similar needs
of people and other creatures. Others should represent water, food, shelter, and space. As they bunch
close together to prepare for the lap sit, point out their closeness, which stands for interconnectedness.
As they all sit down, point out the dependency of every component on the next. Carry it over to the
working of ecological systems, so the children can appreciate the significance of the exercise. If the
leader thinks the children can handle it, try asking one element to remove itself and see the effect it has
on the whole circle.

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hands-on drawings

Time frame 45 minutes.

Equipment 20 x 25 cm sheet of white paper (one for each person), pencils, crayons, scissors, glue,
markers, long sheet of white paper.

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Aim To appreciate and understand there are many different environments in the world but as indi-
viduals we have much more in common.

Instructions Divide into small groups with leaders and junior counselors directing the activity. Dis-
tribute the materials needed.
Talk about what environment means. People have different environments depending on where they
live in the world. What do you like about your environment? How are environments the same? How
are they different?
Ask each person to trace his/her hand on the 20 x 25 cm sheet of paper with a pencil.
In the palm of your hand draw a picture of your favorite environment.
In each of the five fingers draw a picture to answer these questions: 1. What is your favorite season
or what kind of weather you like best? 2. What is your favorite sport? 3. What animal do you like best?
4. What is your favorite colour? 5. What do you like to do after school in your free time?
Colour the pictures. Cut out your hand and write your name on the back.
Each person will share what is drawn on his/her hand. See how many answers are the same.
Collect the hands. At a later time glue the hands to the large sheet of paper with the person’s name
by the hand. Hang the "hands" in the dormitory or eating hall. It is surprising how much interest and
comments these hands cause.

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266
helping hands for mother earth

Time frame 30 minutes.

Equipment Bulletin boar or place to display finished product, Construction paper in various colours,
Scissors, Actual or drawn replica of the earth.

Aim To increase awareness of each person’s role in caring for our world.

Instructions Brainstorm with the group how each can lend a hand and help take care of the earth.
Have each person trace and cut out a hand-print. When finished, they should write one idea they have
of something they can do to take better care of the earth. Share with the group and place on display
with a map of the earth in the centre.

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Peace education area · Sustainable Development

267 invent-a-game

Time frame Variable.

Equipment Any objects found in nature.

Aim To get children to reflect on the ways nature can be the source of materials used to play a
game.

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Instructions Show children some stones, a stick, or other natural object Ask them "See if you can
invent a game that you could play with these." After they have made some suggestions- complete with
rules for playing- allow them to play the game or games they have invented.
Children may also play familiar games, Such as jacks, marbles or pick-up sticks, using natural ma-
terials (cones, twigs, rocks etc.) instead of their manufactured counterparts. They may also be encour-
aged to invent new games using the materials they find, without noticeably changing or damaging the
environment of the area from which these materials are taken.

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268 leaf hunt relay

Time frame Variable.

Equipment Leaves.

Aim To get children acquainted with the different shapes of leaves.

Instructions Divide the group into several teams. Ask the players to collect leaves from a number of
different trees. They are to collect as many leaves fallen from each tree as there are teams. For each
team, make a leaf pile consisting of one leaf from each tree and place this pile at a set distance in front
of the team. The leader holds up a leaf and then says "Go". At the signal, the first player each team runs
to the pile of leaves, finds the leaf shown and holds it up. A point is awarded for each leaf correctly
identified The leaves are returned to the piles and the players go to the end of the line. The game can
also be played as a speed relay.

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269
message in a bottle

Time frame 30 minutes

Equipment A large glass jug or bottle, individual sheets of paper cut into shape of a jug drawn onto
them, pens or pencils for each participant.

Aim To make each other and our country leaders aware of our concerns for the environment.

Instructions To begin the discussion show a large bottle or jug recalling how long ago people who
wanted to send a message would put it in a bottle and hope that it would be found by the right person,
A few years ago, we used balloons to do the same. Now we now that neither is a good idea because
endangers animals. fish, birds. Ask the participants to write a letter to the President or country leader
urging better care of the environment., Be sure to enclose a cover letter explaining who sent these
messages.

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270
musing on music

Time frame Variable.

Equipment Any objects found in nature.

262
Aim To use forest products to make musical instruments.

Instructions Create musical instruments out of wood and other forest-derive materials. The materials
might have been used before, or not be their original, natural state. For example, cardboard sheets and
twine can be used to make a "stringed instrument": Cardboard tubing from rolls of paper towels can
be used to make a flute-like instrument wooden blocks can be used to make a percussion instrument
cellophane can be stretched over a cylindrical ice-cream container and brushed with straw to make a
delicate drum Try to make a variety of instruments, including some strings, woodwind and percussion
instruments. Have a concert and play the instruments.

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271 natural art

Time frame Variable

Equipment Any objects found in nature.

Aim To get delegates to discuss nature as a dource of art materials and inspiration for people.

Instructions Discuss with the children the concept of nature as a source of art materials and inspira-
tion for people. Also discuss with them such things as the potential impact of use of the environment
for art materials including negative effects through misuse. Next, gather materials from nature, taking
care not to damage the environment in this process. Materials can be used to create a mobile, collage,
or scene. Materials can also be used to create forest creatures (real or imaginary) and then name them.

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Peace education area · Sustainable Development

272 nature rubbing

Time frame 30 minutes

Equipment Paper (two sheets per person), scissors, glue, crayons, objects of nature such as leaves,
pine, cones, feathers, rocks, shells, twigs, tree, bark etc.

Aim To appreciate things of nature are works of art through design and texture.

Instructions While materials are distributed talk about the designs and textures in nature. From
these objects of nature you will create new designs.
Place the object under the paper. Rub the crayon across the paper in a shading motion. The design
of the object shows through the paper.
Use one sheet of paper for rubbings. Cut them out and place them on the other sheet of paper. Share
the objects and crayons so each person bas a variety of textures and colours.
Hang up the rubbings for all to share. When each person has several rubbings, cut out the individual
designs and arrange on the second sheet of paper.

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273
the nicest place in the world

Time frame 30 - 45 minutes.

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 264

Equipment One sheet of peper per group, outside area, story sheet for each leader, markers.

Aim To involve everyone in the activity by sharing ideas and to discover there are many nice places
in our world.

Instructions Divide into small groups with one leader per group.
Pass out materials needed and each group goes to an area where they cannot hear the other groups.
The leader says: There are several animals in this story. I need your help in telling this story. Do
you know what a little mouse says? (Children answer, "Squeak, squeak".) When I nod my head, you say
squeak, squeak.
Do you know what a little chicken says? (Children answer, "Peep, peep”). When I scratch my nose
you say peep, peep.
Do you know what Mother Robin says? (Children answer, "Chirr-up. chirr-up"). When l blink my
eyes, you say chirr-up, chirr-up.
Do you know what a wise owl says? (Children answer, "Who, who"). When l raise my hand you say
who, who.
Review what each animal says and what the leader does.
The leader reads the story "The Nicest Place In The World" by Bernice Wells Carlson.
Little Otto was thinking. He was thinking that he wanted to live in the nicest place in the world.
"Where is the nicest place in the world?" he asked himself. Everyone around him was much too busy to
answer, so he went outside. He saw a mouse.
“Pardon me, Little Mouse," said Little Otto. "Can you tell me the nicest place in the world to live ?"
The Little Mouse said, " " (Leader nods his/her head, and the children say, "Squeak, squeak.")
"The nicest place in the world to live is in a hole." Without another sound, the mouse darted into a hole
in the side in the barn.
Little Otto got down on his hands and knees and looked at the hole. "A hole may be a very good
home for a mouse," he said, "but I don’t want to live there." Then he saw a little chicken.
Pardon me, Little Chick, but can you tell me the nicest place in the world to live ?" asked Little Otto.
The Little Chick said, " " (Leader scratches his/her nose, and the children say, "Peep, peep.")
“The nicest place in the world to live is under the wing of a mother hen." And the little chicken crept
under the wing of mother hen.
Little Otto started to lift the wing of the mother hen, but she pecked him very hard!
Little Otto said, "Under the wing of a mother hen may be a good place for a little chicken to live,
but it is not a good place for me.
Little Otto went into the woods. Before he could sit down to think he saw a robin.
"Pardon me, Mother Robin", said Little Otto. "Can you tell me the nicest place in the world to live?"
Mother Robin said, " " (Leader blinks his/her eyes, and the children say, "Chirr-up, chirr-up.")
"The nicest place in the world to live is in a nest."
Little Otto tried to climb the tree to reach the nest, but he couldn’t get his feet off the ground. "A
nest may be a very good place for a robin to live, but I don’t think I can live in a nest."
Just then Little Otto saw an owl. He had heard that owls were very wise. Before he could ask the
owl a question Mr. Owl said, " " (The leader raises his/her hand, and the children say Who, who.")
“The nicest place in the world to live is your own home."
“That’s right!” said Little Otto. "Thank you, Mr. Owl."
Little Otto ran home as fast as he could and into the kitchen where his mother was working.
“Mother” he said, "the nicest place in the world to live is right here."
His mother just smiled and gave him a big hug.
Leader asks one or two children to serve as a secretary and to write down the answers as the group
discuss what things make the nicest place in the world. Each child should be encouraged to respond.
Responses may be general, such as "a place where the sun is shining” or specific, such as "wherever my
best friend is." There are no right or wrong answers.
Establish a time (perhaps after 20-30 minutes) when the small groups meet again as one group. The
secretary from each group shares the written ideas.
 The leaders point out the similarities and say there are many nice places in our world.

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274 noah’s ark

Time frame 20 minutes.

Equipment Names of different animals written on small pieces of paper, two of each type (e.g. 2 pigs,
2 ducks etc.)

Aim Getting to know each other in a funny way, reflecting how much we know of animals.

Instructions Use half as many animals as you have children in the group. Write the name of the
animals on small papers and give one to each child. Two children must always have the same animal.
They have to make the sound of the animal to find their partner. As part of a wrap-up they should try
to explain to the others where the animal lives, what it likes to eat, and why it is important.

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plant personification

Time frame Variable

Equipment None

Aim To get children to portray their feelings about the forest environment through creative dramatics.

Instructions Ask the children to use both large and small muscle movements to represent the emo-
tions trees might feel when there is a: Gentle breeze, violent windstorm, gentle rain, hard rainstorm
with thunder and lightning, snowstorm, forest fire, squirrel running up their trunks, bird resting in
their branches, person climbing on their bark, person planting them, person harvesting them. Chil-
dren may participate as one large group during each of these different activities; in small groups with
others observing; observing and guessing which activity is taking place. The activity may also be done
with music.

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276
reality and hope

· Conflict and Resolution

· Human Rights
· Diversity

Time frame 60 - 120 minutes.

Equipment One large piece of drawing paper per delegate, A large selection of felt tipped, coloured
markers, A large chart with “Topics” listed for delegates to choose from.

Aim To get delegates to think about the future and particularly their future in the world.

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Instructions The delegates are shown a list of 5 topics:
Population
Pollution
Peace
Environment
The World
They can choose one or all.
In the left side of their paper they are asked to draw "reality" for the topic they chose. On the right
side they are to draw their “hope” for the future.
Discuss and display during the course of the Village.

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277
recycling scavenger hunt

Time frame 45 - 60 minutes.

Equipment Place the following items or others available for recycling around the village site, alu-
minium cans, envelopes, apple cores, boxes, bags newspapers, etc.

Aim To call attention to wastefulness and to the need for recycling.

Instructions Send the youth on a scavenger hunt in four groups to see how much they can find that
could possibly be recycled. At the end of the allowed time, have each group make a structure, piece
of art , or skit using each piece they found. Have each group display and discuss their creations. They
might also explain how at home each piece might be used rather than discarded to pollute our world.

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278 sand art

Time frame 60 minutes.

Equipment Old newspapers, glue, pencils, markers, card board (one sheet for every two people),
different colours of sand.

Aim To use a natural material (sand) to create a variety of designs/pictures.

Instructions Sand can be purchased (or collected on a trip to the beach) for this activity. To have a
variety of colours mix food dye with the sand. Using a large jar, fill it 2/3 full of sand and add the food
dye in the desired colour. Close the jar and shake it until the sand is coloured. Spread the sand out on
a newspaper until it is dry. Pour the sand back into the jar until you are ready to use it. You will need
at least four different colours of sand.
Divide into two groups so everyone has a partner.
Distribute the necessary materials. Spread the newspapers under the card board to make clean-up
easier. The partners should decide on the picture they will make. When the picture is drawn, a string
can be glued to outline the picture and provide texture.
Work with one colour of sand at a time. Spread the glue over one section and pour on the sand.
Press the sand gently with the fingers. Shake off the excess sand onto a clean newspaper and pour the
sand back into the jar. Continue this method until the picture is completed.
Keep the sand pictures flat until they are “set”. Hang the sand art in the Village Gallery.

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Categories · Peace education

Peace education area · Diversity

279
the sense of sight

Time frame 30 - 45 minutes.

Equipment Blindfolds for half the group, trail signs.

Aim To demonstrate the importance of sight in living in our environment. To trust each others.

Instructions The leaders and junior councellors should supervise this activity and the children will
be the participants.
Prior to this activity some of the leaders and junior councellors should lay out a trail, which can be
indoors, outdoors, or a combination of both. Do not make the trail too long or too difficult because one
partner will be blindfolded.
Divide into two groups by counting l-2. Group l forms a line and Group 2 forms a line opposite
them. The two lines face each other. The person across from you is your partner.
Explain that everyone is going on a trust walk. Group l children will be the "eyes" for their partners
and guide them. Group 2 children will be blindfolded so they must trust their partners. At about
halfway point of the trail, the partners change places, so both children have the experience of being
blindfolded.
Signs should be posted along the trail giving directions. Suggestions are: Crawl through the grass,
jump over the stick walk around the tree, stop and count to five before hopping over the bunny hole,
dance around with your partner three times, walk slowly and quietly past the bee tree, etc. Let your
imagination run wild! (Leaders and junior councellors should be stationed along the trail to help inter-
pret the directions.)
When the trail is completed divide the children into small groups and discuss their feelings. How
did the guides feel? How did the blindfolded children fee1? How important is trust when you work
with other people?
This activity should be done onlywhen the children know each other well enough to trust one an-
other.

Categories · Peace education

Peace education area · Sustainable Development

280
sow a seed, plant a tree

Time frame 30 minutes.

Equipment The great outdoors.

Aim To increase awareness of the importance of plants in our lives through creative dance play.

Instructions Two or three people will serve as leaders for the entire group. There should be an arm’s
length between each person so nobody is bumped. The leaders demonstrate and the others follow.
Talk about how a plant grows from a seed. What does a plant need? (It depends on the soil to hold it
in place. It grows tall when it received rain and sunlight). There are many kinds of trees. What do trees
provide? (Tree produce fruit such as apples, pears, and cherries. Trees provide shade. Trees provide
homes for animals. Trees give us paper and wood products.)
Emphasize that everyone must stand rooted to his/her own spot.

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 The leader says: You are a seed planted in the ground (Crouched position with your hands covering
your head.) The rain falls. It feels good. (Start to open your hands and lift your head.) The sun is
shining. It feels warm. (Open your hands wide and cup under your chin. Face is raised to the sky.)
Now you are a young tree growing tall. It takes many years for a tree to grow. (Slowly rise from
crouched position until you are standing upright.)
The leader says: You are growing straight and tall toward the sky. (Lift your arms upward.) There is
a breeze today. It is tickling your leaves and branches. (Sway gently with the breeze.) There is a strong
wind coming. (Increase swaying motion.) Do you hear the thunder? (Cover your ears with your arms.
Bend down toward the ground and come back to an upright position again.) It is raining. (Tuck your
chin down to your chest and wrap your arms around your body.)
The leader says: The sun is shining. (Slowly lift your head. Welcome the sun with outstretched
arms.) The air is fresh and clean after a rain. (Sniff the air.) On a hot day, drinking water cools people
off. After a rain there is often a rainbow. Do you see the rainbow. ( Shade your eyes with you hands and
look into the distance.)
The leader says: Think about what kind of tree you are. Are you a fruit tree? (Cup hands into balls
and place by your head.) Are you a shade tree? (Form hands above your head like an umbrella.) A
squirrel lives in a hole in your trunk.(Hands form a circle by your knees.) Trees live for many years.
When they die they return to the earth. (Slowly return to a crouching position with your hand covering
your head.) Dead trees make the soil rich so other plants can grow there. Nature is a good example of
recycling.
The leader says: Everyone relax. Let’s talk about how this exercise made you feel.

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Peace education area · Sustainable Development

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up, down, and all around

Time frame 45 minutes.

Equipment Plenty of space.

Aim To help children become aware of the many physical features in our landscape.

Instructions Divide the children into two groups with an equal number in each group. Large groups
work well in this activity. Each child should have a partner.
Group 1 children will be the ones who form the physical features. Here are some suggestions:
a. A "hill" is formed by two children facing each other, then lying down on their backs, legs up, with
their toes touching.
b. A "mountain" is formed the same way with four to six children lying down in a line.
c. A "lake" is formed by six or eight children sitting cross-legged in a circle, arms outstretched,
hands joined.
d. A "river" is formed by six or eight children. The first child lies down on his/her stomach. The
second child lies down at his/her feet, grasping the feet of the first child in his/her hands Continue the
chain in an irregular line like a flowing river.
e. A "tree" is formed by two children standing back to back with arms outstretched.
f. A "tunnel" is formed by six children. Three children standing in a
line face their partners. With hands touching, each of the partners makes an arch.
Any number of the above groups can be arranged in the available space until all the Group 1 children
are involved. They can be creative in thinking of other landscape features.
Group 2 children are led around, over, under, or along the landscape features formed by the Group
l children in this special game of follow the leader.

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 The leader may present special challenges to the followers. The group may carefully climb over the
mountains rather than go around them. They may swim across the lake. They may hop around the
trees on one foot. There are many variations and opportunities for creative play.
The groups should reverse roles when the game is played again.

Categories · Peace education

Peace education area · Sustainable Development

282 web of life

Time frame 30 minutes.

Equipment 13 cm square sheets of white paper (one for each person), pencils, crayons, markers,
masking tape, old tennis balls, string.

Aim To show each living thing has a purpose and plays an important part.

Instructions Divide into groups so there are no more than eight people in each group and at least one
leader in each group.
Discuss how all living things are dependent on one another. If you have a pet, that animal depends
on you to feed it. You are dependent on the farmer who raises corn for your cereal. The cow depends
on grass for food. We get milk from the cow. The truck driver delivers food to the grocery store. The
grocery store owner depends on us to buy groceries so he can pay his employees.
Distribute the necessary materials. Decide what relationships of dependency you will demonstrate.
Don’t forget to include plants and animals. Each person draws a picture which is taped on his/her shirt.
Each person is given a length of string somewhat larger than the diameter of the circle. Tape one end
of the string firmly to the tennis ball and wind the string around the ball.
The leader says: The cow depends on grass for food. (The person with the cow picture and the
person with the grass picture toss their tennis balls to one another while firmly holding the end of the
string).
The leader says: The farmer gets milk from the cow. (The person with the cow picture and the
person with the farmer picture toss their tennis balls to one another while firmly holding the end of the
string).
The game continues until each person has thrown the tennis ball at least once. It looks like a spider
web when the game is completed and clearly demonstrates our dependence on one another.

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Peace education area · Sustainable Development

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wildlife in symbols

Time frame 45 minutes.

Equipment Poster-making materials.

Aim To get delegates to become acquainted with the diversity of countries and cultures that include
wildlife in their national symbols.

Instructions Discuss national symbols. Where do they come from? What do they represent? Strength?
Natural resources? Cultural heritage? Discuss the plants and animals the symbols are based upon: The
characteristics about those plants and/or animals, Whether the plants or animals are in abundance,
threaten or endangered, What values they might represent that led to their use in national symbol, etc.

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 Groups may make a poster to represent their national symbol and share information about their
symbols; fact or hypotheses. Groups may also make a poster to represent the village’s "national symbol".
This could be added to an activity such as "create a country". In addition, groups could make buttons,
T-shirts, etc. with their new "national symbol" on them.

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Peace education area · Human Rights

284
human beings / human rights

Time frame 1 hour or 3 separate 20-minute activities

Equipment Blackboard or chart paper, chalk or markers

Aim Through brainstorming and discussion, this activity leads participants to define what it means
to be human and to relate human rights to human needs.

Instructions PART A: What Does It Mean to Be Human? (20 minutes)

1. Write the words "HUMAN" and "RIGHTS" at the top of chart paper or a blackboard. Below the
word "human" draw a circle or the outline of a human being.
Ask participants to brainstorm what qualities define a human being and write the words or symbols
inside the outline. For example, "intelligence," "sympathy."
2. Next ask participants what they think is needed in order to protect, enhance, and fully develop
these qualities of a human being. List their answers outside the circle, and ask participants to explain
them. For example, "education," "friendship," "loving family." (Note: Save this list for use in Part B)
3. Discuss:
What does it mean to be fully human? How is that different from just "being alive" or "surviving"?
Based on this list, what do people need to live in dignity?
Are all human beings essentially equal? What is the value of human differences?
Can any of our "essential" human qualities be taken from us? For example, only human beings can
communicate with complex language; are you human if you lose the power of speech?
What happens when a person or government attempts to deprive someone of something that is
necessary to human dignity?
What would happen if you had to give up one of these human necessities? 4. Explain that everything
inside the circle relates to human dignity, the wholeness of being human. Everything written around
the outline represents what is necessary to human dignity. Human rights are based on these necessities.
Read these sentences from the Universal Declaration of Human Rights (UDHR) and explain that
this document sets the standard for how human beings should behave towards one another so that
everyone’s human dignity is respected:

. . . recognition of the inherent dignity and of the equal and inalienable rights of all members
of the human family is the foundation of the freedom, justice, and peace in the world. . .
-Preamble, Universal Declaration of Human Rights

All human beings are born free and equal in dignity and rights. They are endowed with
reason and conscience and should act towards one another in a spirit of brotherhood.
-Article 1, Universal Declaration of Human Rights

PART B: What Is a Right? (20 minutes)

1. Brainstorm for the many meanings "right" can have (e.g., "correct," "opposite of left," "just.")
Consider common expressions like "We’re within our rights" or "You have no right to say that." Record
these different meanings on the board. What is the meaning of "right" when we speak of a human right?

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2. In small groups or all together, brainstorm a definition for human rights and write these possibil-
ities on the board. Try to evolve a definition that everyone can agree upon and write it on a chart sheet
by itself.
3. Write on the board this definition of human rights:
Human rights belong to all people regardless of their sex, race, color, language, national origin, age,
class, religion, or political beliefs. They are universal, inalienable, indivisible, and interdependent.
What is meant by universality? By inalienable? By indivisible? By interdependent? Ask participants
to look up these terms in a dictionary or in A Human Rights Glossary, Part V, "Appendices," and explain
their meaning to the group. 4. Look back at the list of qualities that define a human generated in Part
A.
5. Write "SURVIVAL/SUBSISTENCE," "HUMAN DIGNITY," and "CONVENIENCES AND LUXU-
RIES" on another chart or blackboard. Discuss the meaning of these terms.
Consider the chart made in Part A. Place each item listed as necessary to fully develop human
qualities under one of these headings. For example, is education necessary to survival? To human
dignity? Is education a convenience or a luxury?
6. Discuss:
Should human rights address only what a human being needs to survive? Why or why not?
Should human rights also protect those things you classified under "conveniences and luxuries"?
Why or why not?
Some people in the world have only what is necessary to survive while others have luxury and
convenience. Is this situation just? Is it a human rights violation?
Can something be done to equalize the enjoyment of human dignity? Should something be done? If
so, how? And by whom?
PART C: What Is a Universal Right? (20 minutes)
1. Read the comments of Eleanor Roosevelt, Chair of the UN commission that drafted the UDHR,
on the importance of universal human rights standards:

Where, after all, do universal rights begin? In small places, close to home so close and
so small that they cannot be seen on any maps of the world. Yet they are the world of the
individual person; the neighborhood he lives in; the school or college he attends; the factory,
farm or office where he works. Such are the places where every man, woman, and child seeks
equal justice, equal opportunity, equal dignity without discrimination. Unless these rights
have meaning there, they have little meaning anywhere. Without concerned citizen action
to uphold them close to home, we shall look in vain for progress in the larger world.
-Eleanor Roosevelt, The Great Question, 1958

2. Discuss this passage:

What do you think Eleanor Roosevelt means by "universal rights"?
Some people feel that universal values or standards of behavior are impossible. What do you think?
Why do you think the UN chose the word universal instead of the word international when naming
the UDHR?
Paraphrase the final sentence of the quotation. What does it say about individual responsibility for
human rights? What do you think Eleanor Roosevelt means by "concerned citizen action to uphold"
rights close to home?
Going Further
1. Introduce the UDHR, explaining that this document was intended to offer all people in all situ-
ations the equal justice, opportunity, and dignity of which Eleanor Roosevelt spoke. Then give a brief
history of the UDHR. See Part I, A Short History of Human Rights for background information or use
this as a reading.
2. Introduce the concepts of moral, legal, and natural rights. See Part V, A Human Rights Glossary.
Are human rights necessarily legal rights?
3. Pose the question "What does it mean to be alive?"
When does life begin? When does life end?
 Should the right to be living ever be taken away by the state?
Is the right to live a human right?
When do human rights begin and end? 4. Discuss the relationship between human dignity, human
rights, and the concept of "humane treatment."
Adaptation
For younger children -
1. Ask children sitting in a circle to think of a quality about themselves that they consider a good
quality. Using a talking stick or simply speaking in turns, ask each to describe that quality briefly.
Note that everyone has good qualities.
If children have difficulty generating qualities about themselves, ask "What are some qualities we
admire in people?" and write a list of responses on the board. Have each child pick one that is true for
her or him. 2. Ask some of these questions:
Do you respect in others the quality you like about yourself?
Do you respect good qualities in others that you do not have?
Do all human beings deserve respect? Why?
How do you show respect for others? 3. Ask children if they can remember a time when they felt
hurt because someone did not respect them.
Did someone say something insulting or hurtful to you?
Why do people sometimes say bad things to each other?
What is dignity? Is your dignity hurt when others do not respect you? How does it feel to you?
4. Ask the group how human beings differ from other living creatures. Emphasize that human beings
communicate with words, not just sounds, and that they decide many things about their lives.
Use the outline in Part A. 5. Ask "What does it mean if we say that all human beings deserve respect
because they all have human dignity?"
6. Explain that after a terrible war, World War II, all the countries of the world agreed in 1948 on a
document that said the world would be more peaceful if everyone respected the dignity of every human
being. These words are contained in the Universal Declaration of Human Rights.
Read the quotations given in Part A, Step 4. 7. Ask children to think of one example of how life in
their community could be more peaceful if people showed greater respect for each other.
8. Have children work in pairs or alone to illustrate one way they could show respect to someone.
Share these ideas with the rest of the class.
Sources: Adapted from The Bells of Freedom (Addis Ababa, Ethiopia: Action Professionals Associ-
ation for the People, 1996) 15-17; Ralph Pettman, (Teaching for Human Rights: Pre-School and Grades
5-10) 30; Betty Reardon, Educating for Human Dignity (Philadelphia: Pennsylvania Studies in Human
Rights, University of Pennsylvania Press, 1995) 25-28; Felice Yeban, ed., Human Rights Education Pack
(Bangkok: Asian Resource Center for Human Rights, (1995) 67-68.

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Peace education area · Human Rights

285
human rights tree

Time frame 30+ minutes

Equipment Art supplies, chart paper

Aim Participants work cooperatively to create an image that helps to define human rights and human
needs.

Instructions 1. Ask participants, working in small groups, to draw a tree on large chart paper.
Write on the tree (in the form of leaves, fruits, flowers, or branches) those human rights that they
think all people need to live in dignity and justice. A human rights tree needs roots to grow and
flourish. Give the tree roots and label them with the things that make human rights flourish. For

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example, a healthy economy, the rule of law, or universal education. 2. When drawings are complete,
ask each group to present its tree and explain its reasons for the items they have included.
Going Further
1. Match the fruits, leaves, and branches with articles of the Universal Declaration of Human Rights
and write the number of the article next to each item.
2. Display these trees in the classroom or in public places.
3. Identify rights concerns that are of particular concern to you and your community.
Source: Amnesty International-Austria

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Peace education area · Human Rights

286
needs and wants

Time frame 3060 minutes

Equipment 3"x5" cards, old magazines, glue, scissors, art supplies

Aim Participants make cards illustrating things they think they need and want to be healthy and
happy. Groups then sort these cards into "wants" and "needs." The whole group discusses what it means
when people’s basic needs are not met and the relation of basic human needs to human rights.

Instructions 1. Ask participants, working in pairs or small groups, to create 10-20 cards that illus-
trate the things they think children need and want to be healthy and happy. They may draw these
things on the cards or cut out and paste on pictures from magazines.
2. Each pair or group exchanges cards with another. The group then sorts out the new cards into
categories:
Which things are NEEDS (e.g., essentials for survival, such as food, health care, shelter)?
Which things are WANTS but not NEEDS (e.g., desirable but not necessary for survival, such as
toys, education, or voting rights)?
Which things are neither? 3. The groups who exchanged cards join together and compare their
cards. They then try to reach agreement on categories for all the cards. When they have done so,
discuss:
Which pile of cards is bigger? Why?
If you had to move two cards from the NEEDS pile to the WANTS pile, which two would you
choose? How would your life be affected by this change (e.g., if something you feel you really need
were no longer available to you?). 4. Ask whole class to combine their cards. Attach them to the wall
or blackboard to complete a class list. Discuss:
Are all human needs included in the NEEDS list? Are there other needs that should be added to the
list?
Are all the wants included? Can the class think of others? 5. Discuss:
Is it easy to differentiate between wants and needs?
What happens to someone when his or her wants are not fulfilled?
What happens to someone when his or her basic needs are not met?
What happens to a community when many people’s basic needs are not met?
Are there people who don’t have their basic needs met in the world? In the USA? In your commu-
nity? In your school?
Are there some kinds of people who often don’t get their basic needs met?
Should these needs be met? Why?
Should some people have their wants satisfied when others don’t have their needs met?
What can be done to meet people’s basic needs?
Whose responsibility is it to meet people’s basic needs?
What actions can you take to help meet the basic needs of others in your community?

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 Going Further
1. Discuss:
Are there such things as basic human needs common to everyone everywhere in the world?
Are these needs always met?
What influences our wants?
How are wants influenced by age? Gender? Class? Culture? Ethnicity?
What is the relationship of human needs to human rights? (See Activity 1, Human Beings/Human
Rights)
Adaptations
1. Follow up Keep the cards and reuse them in another subject area. For example, apply the needs
and wants categories to a mathematics, current events, or a foreign language lesson.
2. For younger children Younger children may benefit from seeing concrete examples of children
in order to imagine what a specific child’s wants and needs might be. Have children look through
magazines or pictures and choose a specific child to be an "imaginary friend." Children could imagine
characteristics of this friend (e.g., name, age, toys, pleasures, etc.). Children could cut out this picture,
mount it on paper, and introduce their new friend. This step might be done before Step 1 in the
procedure section.
3. A Geography Activity If the class is learning about a different locality in geography, they could
explore needs and wants of people living in a different environment, especially considering the effects
of climate, landscape, and rural or urban setting. They might reconsider the cards they made: what
pictures might be changed? What categories?
4. A Literature Activity Have students make their piles based on the needs and wants of characters
in a short story or novel they are reading.
Source: Adapted from Margot Brown, Our World, Our Rights, 23-26.

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the power of petitions

Instructions Petitions are a great way to show support for your efforts, get the attention of the com-
munity and of decision makers, and bring about change. Petitions demonstrate group strength. Offi-
cials may ignore you, but the more names you have on your petition, the harder it will be to ignore your
petition. See below, A Sample Petition.
The following tips will help to make your petition effective:
1. Appearance In general, use standard 8-1/2" x 11" inch paper. However, for some actions you
may want to be more inventive, for example, creating a giant petition on a roll of butcher paper. The
petition should not be too hard to mail, however.
2. Title Give the petition a title so that both the signers and the receivers know immediately what it
is about.
3. Purpose Statement Write a statement describing the problem your petition is addressing, the
solution you are proposing, or the response you would like to get from officials. This should appear at
the top of every petition page so that people know what they are signing.
4. Blank Lines Provide blank lines for people to write any or all of this information:
Name
The class, grade, or group to which they belong to
Their school or hometown
Their address and telephone number Some petitions require addresses as proof that the signers are
taxpayers in the area. Also you may wish to contact some of your signers again (e.g., to let them know
the results of the petition). For a sample petition, see below.
5. Number the lines for easy totaling.
6. Plan Strategize the times and places where you are likely to collect the most signatures.

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 IMPORTANT! If you plan to take your petition door-to-door, never go alone. Always get a parent,
teacher, or other adult to go with you.
7. Smile The better you treat the people you approach, the more likely they are to sign your petition.
8. Stay Calm Some people you ask to sign may disagree with your ideas and try to argue with you.
Be ready to explain your ideas clearly, but remain polite and respectful. Never speak or act rudely.
9. Photocopy When you’ve finished collecting signatures, photocopy all the pages. Keep them in a
safe place. You may need proof of the signatures, and the addresses may form the basis of a mailing
list.
10. Present the Petition Choose the recipient carefully. It should be someone who has the power to
act on your ideas. Try to arrange to present it in person. Bring along a camera or the press!
Source: Adapted from Barbara A. Lewis, The Kid’s Guide to Social Action (Minneapolis, MN: Free
Spirit Press, 1991).
A Sample Petition
(TITLE OF PETITION)
A petition of (NAME OF PETITION SPONSOR)
Addressed to (NAME OF PERSON(S) WHO WILL RECEIVE PETITION)
WE THE UNDERSIGNED WOULD LIKE TO BRING YOUR ATTENTION TO THE FOLLOWING
PROBLEM, WITH RECOMMENDATION(S):
(STATEMENT OF PETITION GOES HERE)
AGREED UPON BY THE FOLLOWING PEOPLE:
NAME ADDRESS/SCHOOL/GROUP TELEPHONE
1.
2.
3.
4.
5.
6.
7.
8.
Source: Adapted from Barbara A. Lewis, The Kid’s Guide to Social Action (Minneapolis, MN: Free
Spirit Press, 1991).

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Peace education area · Human Rights

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the power of the pen

Time frame Variable

Equipment Stationery and envelopes, stamps

Aim Participants plan, execute, and assess a letter-writing action about a human rights issue of con-
cern to them. Note: Participants should be offered a range of topics and positions to ensure that their
letters are freely undertaken and reflect their own views.

Instructions PART A: Planning the Letter

1. Define: Help participants identify the issue that they wish to write about, which may develop
from a particular unit of this text, a service learning project, or an issue of personal concern. Arrange
participants with similar concerns in small groups.
2. Strategize: Working in small groups, strategize about to whom to write:
Is this a local, state, national, or international issue?
Is this an issue that needs to be more widely known? Would a letter to the editor of a newspaper be
effective? What community response is desired?

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Is this an issue that needs attention from government agencies? Which agencies are involved? What
response is desired?
Is this an issue about which legislation is needed? Who are the legislators involved? What response
is involved? 3. Research: Work cooperatively to gather the information needed to write an effective
letter.
Verify and expand your information.
Identify the best person(s) to whom to write and gather the needed addresses.
PART B: Writing the Letter
1. Discuss the following tips on how to write an effective letter. See Sample Letter to the Editor for
a product of these tips.
Identify yourself. If you are a student, mention your age or grade in school. If you write as a class,
mention your school’s name.
Define the issue as specifically as possible.
If you ask for a response, make clear what you are asking for.
Keep the letter as brief as possible to get your concerns across.
Always be polite.
Stick to information you have verified. Do not make claims you cannot support with facts.
Use the correct forms for both the letter and the envelope. Write carefully and neatly.
If possible, keep a copy of your letter. 2. Go over the parts of a letter and envelope, pointing out
that a written letter is more effective.
3. Ask participants to write drafts of their letters. When they have finished, ask them to form groups
of three. These groups should take responsibility for editing each other’s letters to make them polished
enough to send to a head of state or an editor.
4. Ask participants to write final drafts of their letters incorporating peer-editing comments and
correctly address an envelope. Encourage them to mail their letters.
PART C: Writing for Special Situations
1. Writing a Letter to the Editor: The following suggestions will improve your chances of getting
published:
Look for any rules printed in the publication to which you plan to write. They are usually found at
the end of the "Letters to the Editor" section. Or telephone or e-mail the publication to ask for special
instructions.
Follow the suggestions for effective letter writing.
Your subject matter should be of current interest or relevance to readers.
Never accuse anyone of anything without proof. Never slander anyone. Remember that you want
to solve problems, not create them.
If you think something should be done, give a few reasons why.
Never send a publication an "open letter" addressed to a public official. It probably won’t be pub-
lished.
Don’t send the same letter to more than one newspaper. Newspapers like original work.
If your letter is printed, don’t be surprised or upset if it has been shortened to fit the limited space
available.

When the first 200 letters came, the guards gave me back my clothes. Then the next 200
letters came, and the prison director came to see me. When the next pile of letters arrived,
the director got in touch with his superior. The letters kept coming and coming: three
thousand of them. The President was informaed. The letters still kept arriving, and the
President called the prison and told them to let me go.
-A released prisoner of conscience from the Dominican Republic
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Peace education area · Human Rights

289
strategizing for action

Time frame Variable

Equipment Copy of the Universal Declaration of Human Rights and the US Bill of Rights

Instructions Note: This activity links the local and the global. For educational institutions, it might
become a service-learning project. Such a project would exemplify an institutional commitment to the
achievement of human rights. Furthermore it would make a statement to students and community
about the importance of integrating theory and practice.
In a school setting, this activity can be directly tied to the development of academic skills: conduct-
ing research, interviewing, recording, analyzing data, sharing information, and writing reports. Art,
video, music, and drama can also be effective vehicles for action projects.
Procedure
1. Begin by having participants identify local or global problems that concern them (e.g., home-
lessness, hunger, child abuse, land mines, violence against women). List these and then try to define
the issues in terms of specific human rights (e.g., homelessness and hunger involve UDHR Article 25,
which guarantees the right to an adequate standard of living). Note: This activity might be an extension
of previous study or a totally new activity.
2. Have the group select 3 or 4 of these human rights issues to focus on. Divide participants into
teams to research an issue.
3. Have each team draw on the research questions presented below in addition to generating their
own:
a) What is the problem as you see it? Try to define it in your own words.
b) How does the problem manifest itself locally? Nationally? Globally?
c) What specific rights are involved? Identify the relevant articles of the US Bill of Rights and the
UDHR.
d) Where does responsibility lie for the perpetration and perpetuation of this violation?
e) Who benefits directly or indirectly as a result of this violation?
f) Who suffers as directly or indirectly as a result of this violation?
g) Are other individuals or groups working on this issue?
h) What is being done locally, nationally, and globally to address this issue?
i) Where does responsibility lie for addressing this issue?
j) What might participants do to help in their community or in a larger context?
4. Each team will then research its human rights issue. Some team members will survey the com-
munity to determine the extent of the problem locally and what governmental and nongovernmental
organizations are doing to address it; others will gather the same sorts of data on the global conditions
using a variety of resources, including libraries and the World Wide Web.
5. After discussing their findings, participants decide which human rights problem(s) they wish to
adopt as an action project. The whole group might work on one issue or small groups may develop
their separate projects.
6. During the remainder of the school year or project period, participants develop and implement
an action plan that addresses the human rights problem through activities such as educating school and
community via posters, plays, assemblies, public access television, newspaper articles, demonstrations,
letter-writing campaigns. Fund raising, offering volunteer services, and lobbying government officials
and elected representatives are also effective strategies.
Source: Adapted from David Shiman, Teaching Human Rights (Denver: Center for Teaching Inter-
national Relations Publications, U of Denver, 1993) p.17.

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Categories · Peace education

Peace education area

getting to know the activists among us
· Human Rights
290
Time frame Variable

Equipment Copy of the Universal Declaration of Human Rights and/or the Convention on the Rights
of the Child (CRC)

Instructions 1. Ask students what we mean when we call someone an "activist." Record their re-
sponses.
2. Explain that the purpose of this activity is to learn about people in their community working for
certain causes, especially those related to human rights, and the types of activities with which they are
involved.
3. Write five headings on the board:
Student Activist Organizations
ADULT Activist Organizations
Student activists
Faculty and Staff Activists
Adult Activists in the Community
4. Brainstorm the names of local people and organizations that might fit these categories and list
them under the five headings. Next to each name write the issue or concern of that person or group. En-
courage the class to think broadly (e.g., religious organizations, parent-teacher groups, individuals who
have been responsible for mobilizing community projects, local chapters of national organizations).
5. Analyze the list to determine which individuals and groups are working for causes related to
human rights. Star these and identify the specific right in the UDHR and/or CRC that they work to
advance. Remember to include social, economic, and cultural rights as well as civil rights in your
definition of human rights.
6. Assign or have students choose an individual or organization to research, interview, and report
on to the class. Clarify how they are to present their research, i.e. written, oral, or some other method.
Younger students may feel more comfortable interviewing in pairs.
7. As a class or in small groups, have students construct interview questions. Review and approve
the questions before students make the interviews.
See Sample Interview Questions for ideas.
8. Assign each student a time to report back to the class.
Going Further
1. Action to Address Human Rights Issues – Students might identify specific human rights prob-
lems in their school or community or in the United States and discuss which types of organizations or
individual efforts might provide the best way to address those problems.
2. Action for Human Rights in the News – Students might bring in articles about individual activists
or organizations that work for human rights. They can identify the types of human right issues on which
the person or organization works and match the issue with specific articles of the UDHR and/or CRC.
3. Address Files – Students may wish to send for information on various human rights organizations.
You may wish to set up classroom or library files to use for future reference.
4. A Booklet on Community Activism – Although reporting back orally is the best way to encourage
discussion, you may also want students to prepare one-page summaries about the organizations and
individuals they researched. These can be included in a booklet distributed to the entire class. This
booklet can be used for future homework or class assignments. Give copies as well to the local historical
society as a record of social action in the community.

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 5. Articles on Community Activism – Students could also write articles based on their experiences
for school or community newspapers.
Helpful Considerations for the Teacher
For assistance in compiling a list of local organizations, you may eventually want to direct students
to look in the Yellow Pages of the telephone book under "Social Service Organizations," some of which
will be appropriate for this activity. Local newspapers might help you discover other individuals or
organizations involved in social change. Depending on the time available and how you choose to struc-
ture the activity, you may wish to have some students perform a voluntary survey of the faculty and
staff at the school to find out the type of activist work they are involved in, which is often not general
knowledge.
IMPORTANT: Students should have a classmate or adult accompany them to the interview. You
may wish to notify parents of the assignment in advance and secure their permission for students’
participation.
It would also be helpful to review basic telephone courtesy and skills and to give students some
guidelines about how to conduct a polite and effective interview. Also set up a structure so that each
student is held accountable for sending a thank-you note to the interviewee. You might want to set due
dates for the notes and have students hand them to you before mailing. Source: Pilar Garrido, teacher,
Eden Prairie High School, Eden Prairie, Minnesota; Karen Kraco, Human Rights Educators’ Network,
Amnesty International USA.
Sample Interview Questions
Ideally students will come up with their own interview questions, but they may need help. Below
are some examples to stimulate thinking.
On what type of social problems do you work? Why do you think they are important?
Why do you think these problems exist?
Do you think your work addresses the cause of the problem? If so, how?
How did you become involved in this type of work? What inspired you to continue working for
social change?
How long have you been involved in this work?
What are some of the approaches and methods you use in your work?
What are some of the problems you face in your work?
Is this volunteer or paid work?
How much time do you spend?
What organizations or individuals do you interact with in the school or community?
What special skills, if any, do you need in this work?
What do you like best about this work? Least?
How do you educate the public about this issue?
What are the sources of your funding to do this work?
How did the organization get started?
How many people work for this organization and what do they do? Are they paid or are they
volunteers?
Do you consider yourself an activist? Why or why not?
What are ways that young people can take effective action for change in the community?
Do you consider what you do human rights work?
What role do you think students can play in the type of work your organization does?

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Peace education area · Human Rights

291
stories of students who took action

Time frame 1-1/2 hours

279
 280

Equipment Copies of Handout 1, Stories of Students Who Took Action, and Handout 2, Questions
about the Stories, for each group

Aim Students read and discuss case stories of young human rights advocates. They then consider
what problems exist in their community or school and relate them to human rights principles. They
role play these problems and possible solutions and discuss student activism.

Instructions 1. Read the case stories to students or ask older students to read them to each other in
small groups.
2. Divide the class into 6 groups. Give each a copy of one of the stories and discussion questions.
Ask the groups to read their stories aloud and answer the questions on the sheet.
3. When each group has finished the questions, discuss the different responses and interpretations
the stories elicited.
4. Ask what human rights issues appear in each of the three cases and list these on the board. Ask
older students to link these to specific articles in the UDHR or CRC.
5. Discuss:
What are some human rights problems in our community? In our school? (List issues as they are
mentioned.)
Which of these problems could be affected by students taking action?
What specific human rights are involved in the problems that students might address? (List the
rights; ask older students to match them with articles of the UDHR.) 6. Ask students, working in the
same small groups, to choose one community or school problem from their class list and use it to create
a short role play. Role plays should -
identify the human right problem
identify the community member(s) affected by the problem
illustrate a possible solution
7. After each group has presented its role play, discuss some of these topics:
Who has responsibility for human rights? Do individuals as well as the government? Do young
people as well as adults? Can the class provide examples?
Can students really make a difference? Are the case stories unusual, or could they happen in this
community or school?
When students reconsider the list of problems generated in Step 5, which ones do they think could
be affected by the actions of people like themselves?
Going Further
1. Stories of Action – Ask students to write a story, draw a picture, or make a collage describing a
situation in which they or a friend took action to solve a problem.
2. Strategizing Action – Have students brainstorm as a class or make lists individually to answer the
following questions:
To whom would you talk or write if you wanted to solve a problem at school?
To whom would you talk or write if you wanted to solve a problem in your neighborhood?
3. Helpful considerations for the teacher
The role play and activities in "Going Further" will provide insights into students’ perceptions about
the decision-making process in their school and community. In the discussion you may wish to explore
their ideas about the power and responsibility of certain individuals or decision-making bodies, such
as the principal or school board. You will want to correct their misperceptions and extend their un-
derstanding of the appropriate avenues through which they can address their concerns. Ideally this
exercise will lay the groundwork for enabling students to use the appropriate channels to have their
opinions and concerns heard.
Discuss with students the possibility of responding to a human rights problem together as a class.
It is important that students always are permitted to choose the community action topic. It must be
something they can relate to and care about.
Source: Karla Stone, teacher, Armstrong High School, Plymouth, Minnesota.
Categories · Peace education

Peace education area · Human Rights

creating a human rights community 292
Time frame 1-1/2 hours

Equipment Blackboard or chart paper/ chalk or markers

Copy of the Universal Declaration of Human Rights

Aim Working cooperatively, participants create a list of rights and responsibilities that set a standard
of behavior for their community and foster respect and social order.

Instructions 1. Explain that everyone wants to live in a community where she or he can enjoy peace
and be treated with respect and dignity as an individual. However, the steps necessary to achieve this
cherished dream of a community based on human rights require everyone’s effort and participation:
Step One: Understanding Human Rights – People need to understand their rights. That is the goal
of this book and of all human rights education.
Step Two: Taking Responsibility for Human Rights – This step requires personal commitment. Peo-
ple must understand and accept the responsibilities that go along with human rights: to uphold the
principles of the UDHR in their daily lives and to defend those rights for others.
Step Three: Taking Action for Human Rights – The UDHR has established standards for how people
and governments should behave. It also provides a framework by which to evaluate how individuals,
institutions, and governments are living up to human rights principles. Using these standards people
can take action to further human rights, to stop or prevent abuse, or to defend the rights of others
in their local community, state, region, country, or anywhere in the world. However, effective action
requires effective evaluation and planning:
Assessing the situation, getting the facts straight, identifying needs
Applying the human rights framework to the situation in order to understand what specific rights
are involved
Developing and implementing a plan of action
Explain that this activity is intended to help people take that second step towards a human rights
community by applying human rights principles to their own lives.
2. Divide participants into groups of 4 or 5. Each group is to draw up a list of around 10 rules for
their class or organization that they think are needed for everyone to enjoy their human rights and live
together with peace and respect. They should write out their lists on chart paper and hang them up
when complete.
3. When everyone has finished, ask a representative from each group to present their ideas. Then
ask participants to try to consolidate these ideas into a master list, combining rules that are close in
meaning. (The teacher needs to perform this step for elementary school students, asking their approval
for combinations; high school students and adults can usually facilitate this for themselves). Urge
participants to keep the list short (e.g., about 10 rules). (Note: in a classroom setting, an average lesson
period would end at about this point.)
4. Rephrase these rules statements into rights statements (e.g., "People should not steal from others"
might be restated as "Everyone has the right to keep and enjoy his or her own property"; "The teacher
shouldn’t yell at kids" might be "Everyone has the right be treated with respect"). Write out this draft
list of rights, leaving space below each statement.
5. Introduce the idea that every right involves a responsibility. Ask participants, working in small
groups, to write a responsibility statement for every rights statement on the draft list (e.g., "Everyone
has the right to keep and enjoy his or her own property" might have the corresponding responsibility
statement "Everyone has the responsibility not to take others’ property"; for "Everyone has the right be

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treated with respect," the responsibility statement might be "Everyone has the responsibility to treat
others with respect"). When the small groups report, ask the whole group to select the version of each
responsibility statement they like best. Write it in the space left below that rights statement.
6. Once the draft master list of rights and responsibilities has been completed, ask participants to
consider the following possible refinements (this step might be done by the whole group or divided
among small groups who report back):
Just as all human rights are indivisible and interdependent, all the rights on this list are equally
important. However, some are more general and provide a basis for others. Are these rights listed in
the best order?
The wording of rights needs to be clear and simple. Can the language of these rules be improved?
What specific human right(s) does each item on this list represent? After each item, write the num-
ber(s) of the UDHR article(s) involved.
Is the list complete? Are the different needs (e.g., needs arising from differences in ability, race,
religion, gender, class, etc.) of everyone in this group acknowledged? Look through the UDHR to see if
any articles suggest ideas that need to be added to the list.
Is the list democratic? Has everyone who will follow these standards had a say in their creation?
What should this list of rights and responsibilities be called?
7. After the list is finalized, ask someone to copy it neatly onto a poster board and place it where
everyone can see it. Explain that this list will set the standard for how people in this group will treat
each other and that they should refer to it in cases of conflict and disorder in the group.
However, just as human rights are constantly evolving as human needs are identified and addressed,
so this list is not final either. Explain that at regular intervals the group will check up on whether they
are living up to their standards and that anyone may suggest changes at any time. Some rights and
responsibilities might be eliminated because they are unnecessary or amended because they are not
adequate. And situations may arise that this list does not cover; the new rights and responsibilities may
need to be added.
Going Further
1. Educating the Community about Human Rights – Discuss what the group could do to accomplish
Step One: Understanding Human Rights. How can the group make sure everyone in the school or
community knows about their rights?
2. Making the School a Human Rights Community – After participants have experienced using the
list of rights and responsibilities generated in Part A, including using it to settle disputes or disorder
and revising it to meet different situations, consider whether a list of such rights and responsibilities
could be created for the whole school community. Before undertaking such an action that affects the
whole school, however, teachers should first discuss it with the administration.
Discuss:
Who is included in the school community? Adults as well as students? Faculty? Administration?
Staff (e.g., secretaries, food works, maintenance, bus drivers)?
What would be the results of having rights and responsibilities defined for the whole school com-
munity? Advantages? Disadvantages?
Strategize how to go about making such a list of (or defining) rights and responsibiliites for the
whole school community. Who would need to be consulted? Do groups exist who might support this
efforrt (e.g, student council, PTA, student groups, administrative groups)?
Brainstorm how the whole school community could participate in drawing up a set of rights and
responsibilities. Why is it important for everyone to have a say?
On the basis of these considerations, draft a plan of action that outlines the steps necessary to
establish a set of rights and responsibilities for the whole school community.
If the class is willing and engaged, implement the plan!
3. Rights and Values – Human rights reflect deeply held values. Analyze the completed list of rights
and responsibilities for the values it reflects. Discuss and list these values. For example, "Everyone has
the right to be treated with respect" might represent a belief in the inherent dignity of every individual.
 Source: Nancy Flowers, Human Rights Educators’ Network, Amnesty International USA, with ideas
drawn from Margot Brown, Amnesty International UK, Ellen Dorsey, Amnesty International USA, and
Kristi Rudelius-Palmer, Partners in Human Rights Education.

Categories · Peace education

Peace education area

the environment and human rights
· Sustainable Development
293
· Human Rights

Aim The following questions help to analyze technological innovations, scientific discoveries, and
environmental crises from a human rights perspective. The technologies might be historical (e.g., de-
velopment of the cast-metal plow, the compass, the printing press, the cotton gin, dynamite) or current
(e.g., space exploration, genetic engineering, electronic communications).

Instructions PART A: Questions

1. About a technological advance, historical or contemporary:
Overall, has this technology had a positive or negative effect on human rights? How?
In what ways does this technology strengthen human rights? For whom?
Which groups are strengthened by this technology? Do they share any common features?
In what ways does this technology weaken human rights? For whom?
Which groups are weakened by this technology? Do they share any common features?
Does the effect of this technology differ for different groups of people, based on their class, gender,
race, disability, age, or geographic location?
If this technology weakens human rights, how could its application be changed in order to promote
human rights?
Does this technology create any human rights conflicts (e.g., one person’s right to privacy vs. an-
other’s right to information)?
2. About scientific knowledge and discoveries generally:
Which article(s) in the Universal Declaration of Human Rights (UDHR) guarantees members of
society the right to benefit from scientific knowledge and discoveries?
Who has the responsibility to see that this right is enjoyed by all?
Who has the responsibility to see that this knowledge or discovery does not violate anyone’s rights?
In practice, do all people benefit from scientific progress? Cite examples to support your opinion.
3. Article 19 of the UDHR states "Everyone has the right to freedom of opinion and expression;
this right includes freedom to hold opinions without interference and to seek, receive, and impart
information and ideas through any media and regardless of frontiers."
In what ways are these rights important to scientific research?
What are some reasons that governments might suppress free expression of scientists? In what ways
would this suppression affect basic research and its applications?
What are some reasons that governments might prevent their citizens from having access to scien-
tific information?
Are there any situations in which a government is justified in suppressing dissemination of scientific
information or preventing scientists from speaking freely?
4. Article 27 of the UDHR states that "Everyone has the right to the protection of the moral and
material interests resulting from any scientific, literary or artistic production of which he is the author."
What do you think "moral interests" means? In what ways can this right be denied scientists?
Do scientists have rights with respect to controlling the way their research and inventions are ap-
plied?
What are scientists’ responsibilities in this area?
5. What roles do science and technology play in guaranteeing the right to a fair and public hearing,
set forth in Article 10 of the UDHR?

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6. The right to a healthy environment is not explicitly mentioned in the Universal Declaration
of Human Rights, although an international covenant on the environment is in the process of being
drafted.
Can you think of a historical reason why the environment is not mentioned in the UDHR?
Which of the rights in the UDHR depend on a healthy and safe environment?
What are the responsibilities of individuals, government, business, and industry in ensuring a clean
and safe environment?
Often poor and minority groups are affected the most by environmentally destructive practices.
Why is this the case?
How do civil and political rights such as the right to vote, access to information, and freedom of
expression contribute to environmental rights?
How do social, economic, and cultural rights such as the right to housing, adequate compensation,
and one’s cultural identity contribute to environmental rights?
PART B: Suggestions for Activities
1. Research the stories of scientists such as Galileo or Andrei Sakharov who have been silenced or
persecuted for their work or opinions.
2. Research the stories of environmental activists such as Chico Mendes in Brazil, Ken Saro-Wiwa
in Nigeria, Rachel Carson and Cesar Chavez in the United States.
3. Investigate environmental disasters such as the Chernobyl accident in the Soviet Union; the
Union Carbide explosion in Bhopal, India; the contamination at Love Canal and the Hanford Nuclear
Weapons Facility in the United States.
Identify the rights being violated and the groups of people most affected by the disaster.
How did individuals, government, business, and industry contribute to the disaster?
What responsibilities were not met by these groups, and what are their responsibilities in the af-
termath of the disaster? You can also adapt these questions to apply to development projects and
environmental issues in your local community.
4. Find newspaper articles that describe new scientific discoveries, technological advancements, or
development projects. Answer the following questions about the articles:
In what ways could this discovery or advancement promote human rights? Which specific rights in
the UDHR?
In what ways might this discovery or advancement be used to deny human rights? Which specific
rights?
Who is responsible for overseeing the application/distribution/use of this advancement?
Are any rights in conflict as a result of this discovery or advancement?
What are the environmental implications, if any, of this advancement?
Is this development likely to benefit all people in society, or will certain groups of people benefit
more than others?
5. Research the role of forensic scientists in documenting human rights abuses such as disappear-
ances and torture.
6. Investigate organizations that work to promote human rights as well as science, technology, and
the environment (e.g., Physicians for Human Rights, the Science and Human Rights Program of the
American Association for the Advancement of Science, the Sierra Club’s campaign for human rights
and the environment).
Source: Ethan Bleifuss, Earth Science Teacher, Apple Valley High School, Apple Valley, Minnesota;
Karen Kraco, Human Rights Educators’ Network, Amnesty International USA.

We cannot think our way to humanity. Every one of us, and everyone with whom we live
and work, must become the model for the world we hope to create.
-Ivan Illich, Celebrations of Awareness, 1970
Categories · Peace education

Peace education area · Human Rights

294
history and human rights

Aim Many topics in American history can be used to analyze events. (See list of suggested American
History topics.) Throughout this activity we will use the encounter between the Spanish and the Taino
peoples in the 15th century as an example. The Spanish in 1492 were looking for a water route to the
riches of China and the east, when they "discovered" the South American continent. The Taino were the
first native people the Spanish encountered in the western hemisphere in the place now called Haiti.
Usually the sources we use to study this encounter are from the point of view of the Spanish. Many
of the materials are excellent eyewitness accounts from Columbus, soldiers, priests, and others with
varying perspectives. However, we also need to hear from the Tainos in order to fully understand the
clash of cultures that occurred. One good source is View from the Shore, edited by Jose Barreiro (Ithaca,
NY: Cornell University American Indian Program, 1990).

Instructions PART A: Suggested American History topics for analysis:

The drafting of the Bill of Rights
The forced removal of the Cherokee Nation
The Dred Scott Decision
Women workers in the 19th century New England textile industry
Reconstruction in the post-Civil War South
The Pullman Strike
Immigration restrictions and quotas
Child labor regulations
The temperance movement
Women’s Suffrage
The Social Security Act
The Fair Labor Standards Act
Desegregation of the US Military
Japanese internment
The House Un-American Activities Committee
Major League baseball integration
The Pentagon Papers and freedom of the press
Student protests against the Vietnam War
The death penalty for juveniles
The Americans with Disabilities Act
The Sanctuary Movement
Welfare reform
The Amistad case
PART B: Questions
1. Before you begin, make sure your resources are a good mix of both primary (eyewitness) and
secondary (removed from the action) sources from all sides of the issue.
Include those in power and those traditionally marginalized. Your sources will reflect the biases of
whoever created them.
Analyze the sources for their biases and identify any stereotypes; try to see beyond them while
analyzing the event/issue. Sometimes the bias holds clues as to what happened – why there was conflict
in the first place. 2. Analyze the event/issue for the rights that the people involved believed were
important.
Be sure to use the definition of "rights" that was used at that time. Look at all sides of the issue and
identify the rights from all perspectives.

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Were any rights in conflict? In other words: were people fighting for rights that conflicted with each
other? What caused these conflicting perspectives? For example: From the Taino perspective, there
was one overarching right: the right to be well fed. Everyone worked to see that all members of the
community had enough food. They also believed women had the right to power and had male as well
female chiefs.
From the Spanish point of view, there were two main rights: 1) the right (and responsibility) to wage
war in order to convert the Taino and take their land and resources, which the Pope had given to the
Spanish crown. 2) the right to the forced labor of the Tainos through the "encomienda system." Under
this system, the Spanish crown gave or "commended" Tainos to Spaniards, who then owned the rights
to their labor. In return the Spaniards were to Christianize the Indians and protect them. Many Taino
starved to death under this system. (Students will readily be able to discuss rights in conflict here).
3. Analyze the actions people took during this event.
List some specific actions that affected many people.
Were some rights being violated to gain others?
Were people silent who could have helped the situation?
Did others take risks to protect rights? For example: The Spanish enslaved the Taino so that they
would mine gold for them and do other manual labor. Dominican friars forced them to convert to
Christianity or risk torture and death. (The Inquisition was in full force at this time.) Some Spanish
protested the treatment of the Taino and great debates were held at Valladolid in Spain to discuss
whether or not the Taino were humans with certain rights. The King of Spain suspended colonization
to wait for the outcome of these debates, but after two years of debate, no decision could be reached.
Not understanding why gold was more important than food, the Taino offered to grow all the food the
Spanish wanted in return for their freedom. When that tactic failed, the Taino resisted in various ways
including sending envoys to the King, insurrections, migration, major rebellions, and suicide. They also
asked Bartolome de Las Casas, a Dominican friar later called "the Apostle to the Indians," to represent
them in Spain. (Delving into this story will help students discover those who took risks and others who
did not).
4. What were the short-term outcomes?
Who won? Who lost?
Whose rights were strengthened? Whose were violated?
Whose power was strengthened? Whose weakened?
Did resistance continue or was it silenced by those in power?
Was the overall result positive or negative for people in general? For example: The Taino lost a
great deal. By 1548 there were fewer than 500 Taino people left on the island of Hispaniola (out of
an estimated 2.5 to 7 million in 1492). The others were either dead or had fled to other islands in the
area. The resistance of other native peoples to colonization has continued to this day. The Spanish
eventually gained all the Taino traditional land but abolished the encomienda system. They turned
to enslaving Africans instead. The Spanish definition of rights held for centuries as Spanish culture
spread throughout the Americas. (Opinions will vary on whether these facts are positive or negative).
5. What were the long-term outcomes?
What precedents were set in the area of human rights that are still affecting us today (either nega-
tively or positively)?
Check the "rights" involved in this event against the rights outlined in the Universal Declaration of
Human Rights (UDHR) (1948).
Which of those considered rights during the time of your event are still considered rights today?
Which are no longer thought of as rights?
Do you believe that this event contributed to decisions made by the UN in 1948 either directly or
indirectly? For example: Some historians argue that the debates at Valladolid marked the beginning of
the end for the medieval world view and the beginning of the modern era which led to the Enlighten-
ment. People still debate the ideas of a "just war" and what rights we have simply by virtue of being
human. Others still view some people, including women and indigenous peoples, as inferior humans
suited only for manual labor, servitude, or death. It could be argued that this point of view led to geno-
cide and the Holocaust, which eventually led to the adoption of the UDHR in the 20th century. The
rights that survived to this day are the Taino rights to food and political power for women.
Source: Elise A. Guyette, historian, educator at Camel’s Hump Middle School, Richmond, Vermont;
Patrick Manson and David Shiman, Human Rights Educators Network, Amnesty International USA.
This activity is for children older than 11, so adaptation is adviced.

Categories · Peace education

Peace education area · Human Rights

295
literature and human rights

Aim The following questions help to put written material in a human rights perspective. Included
are formal literature (e.g., poetry, fiction, non-fiction); educational texts (e.g., textbooks, manuals);
media (e.g., print, electronic images, magazines, films, television); advertising (e.g., jingles, slogans),
and commercial publications (e.g., promotional literature, pamphlets, logos, slogans).

Instructions PART A: Questions

1. What human rights themes appear in this work?
What rights are enjoyed?
Are human rights in conflict?
Are human rights denied? Who is responsible for this human rights abuse?
Who acts to defend human rights? How? Why?
Who does not act to defend human rights? Why not?
What specific articles of the Universal Declaration of Human Rights (UDHR) are involved?
2. If human rights are defended in this work, what action is taken?
Does the act of defending a human right itself violate someone’s human rights?
Is the action effective?
Is the action violent? Could a non-violent response have been possible?
How might the outcome have been different if a different kind of action had been taken?
Will the action make a long-term change in individual lives? In society?
3. What does this work say about human dignity?
In what ways is human dignity affirmed? Undermined?
Does any character especially embody human dignity?
4. What does this work say about individual responsibility for human rights? About the relationship
between rights and responsibility?
5. What role do the following factors play in this work, especially as a means to bring about trans-
formation:
compassion?
consensus?
being able to express oneself?
silence?
collaboration with the perpetrator(s) or victimizer(s)?
collaboration with the defender(s) of rights?
having access to information and/or education?
understanding of and/or empathy with people with different values or ways of life?
6. Does this work contrast the needs of the individual with the needs of the majority and/or society?
What does this work say about the relationship between the individual and society? The individual
and the state?
7. Are there similar human right issues in your country? your community? your neighborhood?
your school or classroom?
What rights are enjoyed?
What rights are in conflict?
What rights do you feel need protection?

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What specific articles of the UDHR are involved?

8. How can you act to defend rights in your community?
To whom would you speak? What would you say?
What kinds of actions would be effective and appropriate? Which would not?
Is such action already being taken?
Is it possible to form alliances to address these problems? With whom?
See Part IV, Taking Action for Human Rights, for more on community advocacy.
PART B: Suggestions for Activities
1. Research one of the authors. Are there particular events, people, or places that may have shaped
their opinions on human rights?
2. Have a film discussion group.
Source: Nancy Flowers, Human Rights Educators’ Network, Amnesty International USA
A SHORT BIBLIOGRAPHY OF HUMAN RIGHTS LITERATURE
POETRY
Anna Akmatova "Requiem"
W.H. Auden "The Unknown Citizen"
Dennis Brutus "Cold," "Letters to Martha
Nina Cassian "They Cut Me in Two"
Ariel Dorfman "Hope"
Nazim Hikmet "From a Man in Solitary"
Phillip Lopate "Solidarity with Mozambique"
James Sheville "Confidential Data on the Loyalty Investigation of Herbert Ashenfoot"
BIOGRAPHY AND NON-FICTION
Maya Angelou I Know Why the Caged Bird Sings
Nien Ching Life and Death in Shanghai
J.D. Criddle To Destroy You Is No Loss: The Odyssey of a Cambodian Family
Carolina Maria De Jesus Child of the Dark
Vaclav Havel Letters to Olga
Arthur Koestler Spanish Testament
Nelson Mandela Long Walk to Freedom
Rigoberta Menchu I, Rigoberta Menchu
Pablo Neruda Nobel Prize Acceptance Speech: "Toward the Splendid City"
George Orwell Selected Essays
Alicia Partnoy The Little School
Irina Ratushinskaya Grey is the Color of Hope
Moylda Szymuciak The Stones Cry Out, A Cambodian Childhood, 1975-1980
Jacob Timerman Prisoner without a Name, Cell without a Number
Elie Wiesel Night
Harry Wu Bitter Wind
Malcolm X The Autobiography of Malcolm X
PLAYS
Jean Annouilh Antigone
Bertholt Brecht Galileo
Andre Brink A Dry White Season
Arthur Miller The Crucible
Sophocles Antigone
 NOVELS
Isabella Allende The House of the Spirits
Mulk Raj Anan Untouchable
Manlio Argueta One Day of Life
Margaret Atwood The Handmaid’s Tale
Ray Bradbury Fahrenheit 451
Anthony Burgess A Clockwork Orange
J.M. Coztzee Waiting for the Barbarians
Joseph Conrad Nostromo
Ariel Dorfman My House Is on Fire
Ralph Ellison Invisible Man
Nawal El Saadawi God Dies by the Nile
Louise Erdrich Tracks
Eduardo Galeano Memory of Fire Trilogy
Gangopadhyay Arjun
Nadine Gordimer July’s People
Jessica Hagedorn Dogeaters
Bessie Head When Rain Clouds Gather
Aldous Huxley Brave New World
Franz Kafka The Trial
Joy Kogawa Obasan
Arthur Koestler Darkness at Noon
Bernard Malamud The Fixer
Toni Morrison Beloved
Bharati Mukerjee Jasmine
George Orwell Animal Farm
George Orwell 1984
Alexander Solzhenitsyn One Day in the Life of Ivan Denisovitch
John Steinbeck The Grapes of Wrath
Mildred Taylor Roll of Thunder, Hear My Cry
Lawrence Thornton Imagining Argentina
Vasilis Vassilikos Z
Richard Wright Native Son
Emile Zola Germinal
Source: See "Teaching Human Rights through Literature," in Amnesty International USA’s Human
Rights Education Resource Notebook Series for an extensive annotated list of literature for teaching
human rights.

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giving human rights a human face

Time frame Variable

Equipment Copies of the UDHR, complete or simplified version Art supplies

Aim 1. Participants produce a creative expression of an article of the Universal Declaration of Human
Rights (UDHR). This activity can be modified to make the resulting creations into a guessing game, a
community presentation, or a celebration for December 10, Human Rights Day. Participants could also
create posters to serve as reminders for creating a human rights environment or community.

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Instructions . Working individually or in small groups, participants select an article of the UDHR
that they feel is especially important. They might illustrate a right enjoyed, denied, defended, or all
three.
2. Create -
a skit or mime
a graphic illustration or mural
a song, dance, proverb, or game (these might include adaptations of traditional culture)
a poem or story
a commercial advertisement
a flag or a banner
Note: The project should not reveal the number of the article it illustrates.
3. When the projects are complete, ask each team or individual to show their creation. The rest of
the participants try to guess which article of the UDHR is illustrated. When it is correctly identified,
the person or team that answers correctly reads the full article aloud. These presentations might be
structured as a team competition with points to the teams that identify the correct article.
Going Further
1. Display – Post graphic illustrations in a library, children’s museum, or community building or
use them to create a calendar or a mural.
2. Present – The skits, mimes, songs, dances, or writings can be presented as a performance for
classmates, parents, or other groups in the community.
3. Celebrate – One can celebrate Human Rights Day by planning a December 10th Festival around
these materials. Invite your local newspaper, TV stations, and public officials.
Adaptation
1. Posters for Public Places – Create illustrations or posters that remind others that human rights
should be part of everyone’s lives. For example, create posters that remind everyone that the workplace
or school is a "human rights community." Where special problems exist, these posters could serve as a
basis for action. Strategize how to use these posters to ensure that rights are honored and changes take
place in your community.
Source: Human Rights Educators’ Network, Amnesty International USA

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windows and mirrors

Time frame 30 minutes to 1 hour

Equipment Copies of the UDHR, complete or simplified version

A collection of pictures showing people of many different cultures, ages, and backgrounds. Espe-
cially recommended are Amnesty International calendars and UDHR 50th anniversary poster set.2

Aim Using photographs of people from a variety of cultures, this activity raises questions about uni-
versality, diversity, and human dignity.

Instructions PART A: Considering a Picture

1. Individually, in pairs or small groups, choose a picture from the selection.
Study the picture and discuss some of the following questions.
2. Questions about Universality:
Why did you choose this picture? Why do you think the photographer chose this subject?
2 Calendars and posters are available from these sources:
a. Publications Office, Amnesty International USA, 322 8th Avenue, New York, NY 10001. Tel: 212-807-8400.
b. Human Rights USA Resource Center, 310 Fourth Avenue South, Suite 1000, Minneapolis, MN 55415-1012. Tel: 1-888-
HREDUC8.

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What do you find in the picture that serves as a mirror of your own life, reflecting something familiar
that you can easily recognize?
What do you find in the picture that serves as a window onto another culture or way of living,
something that is strange and unfamiliar to you?
What do you think is going on here (e.g., is it a working environment? a religious setting?).
How is the person(s) feeling?
In what ways do you think the person(s) in the picture lives a very different life from you? Has
different values? needs? hopes? expectations of life?
In what ways do you think the person(s) in the picture is like you? Shares similar values? hopes?
needs? expectations?
Is this a complete picture of the way the person lives? What might be missing?
Is there any evidence of victimization in this picture? Of privilege? Of discrimination or privilege
based on class? gender? ethnicity?
What human rights do you think are most important to the person(s) in the picture? Do you think
different rights are most important to you?
Are human rights really universal? Do you think the person(s) in the picture wants the same human
rights as you do? Do you think the person(s) enjoys the same human rights as you? Why or why not?
3. Questions about the Universal Declaration of Human Rights:
Make a list of all the human rights you can associate with your picture(s). Include both rights being
exercised and rights denied or violated.
Match the rights you have listed with specific articles of the UDHR. Write the number of the articles
on your list. Alternative: Write out the article(s) illustrated by the picture and display it with the
picture.
Are most of the rights you have identified civil and political rights or social, economic, and cul-
tural rights? See Part V, A Human Rights Glossary. Mark each as "Civil/Political" or "C/P" and "So-
cial/Economic/Cultural" or "S/E/C."
Show your picture(s) to the whole group and explain the rights you have identified. Ask for sugges-
tions of other rights participants may observe in the picture(s).
After everyone has shown their pictures, look through the UDHR and consider what articles have
not been identified in any pictures. Are some articles more difficult to "see" in pictures? In real life?
4. Questions about Human Dignity:
Does this picture express human dignity? How? Does anything in the picture seem to detract from
the human dignity of the people in it? How?
How would this photograph be different if it were made a century ago? A hundred years from now?
Do you think that our ideas about human dignity are changing? If yes, what do you think has brought
about this change? Can you relate that change to our understanding of human rights?
Does the picture encourage an appreciation of human dignity? What does human dignity have to
do with human rights?
Why do you think the photographer chose this subject? Why do artists so often choose the human
condition as the subject of their work?
PART B: Grouping the Pictures
1. Place all the pictures together on the floor or the wall and consider them as a group.
What common features do all these pictures share?
What do these pictures say about what it is to be human?
If all of these pictures were taken in the same society, what conclusions could you draw about the
society? Would you say it was a community where people had their human rights?
How would these photographs be different if conditions changed: (e.g., a civil war? discovery of oil
in the region? achievement of equality for women? strictly enforced child labor laws? or compulsory
primary education? A livable minimum wage? a viral epidemic for which no vaccine is available?).
Based on this collection of pictures, what statements can you make about human dignity? About
human rights?
2. Try to group certain pictures together into categories. These might be based on the content, tone,
or human rights involved.
 Going Further
1. A Dialogue Write a dialogue between the persons in the picture or between a person in the picture
and you.
2. A Cartoon – Draw a cartoon depicting a story about the people in this picture.
3. Research – If possible, find out where the picture was taken. Find out about that country or its
culture, including its human rights situation.3
4. Create – Write a poem or story or create an artistic expression that captures an idea or feeling
raised by this photograph.
Adaptation
1. For Young Children –
Why did you choose this picture?
What do you see that is like your own life, something familiar that you can easily recognize?
What do you see that is unfamiliar and different from your own life? Is there anything in the picture
that you don’t recognize or understand?
In what part of the world do you think this picture was taken?
How do you think this person is like you? In what ways is the person not like you?
What do you think the person(s) in this picture is doing?
Make up a story about the person(s) in this picture.
How do you think the person(s) in this picture feels?
What will the person in this picture do tonight? Tomorrow morning? What will he or she do that
you do also? What do you think he or she will do differently or not at all?
What do you think this person enjoys doing?
What do you think this person will be like in a few years?
What do you think this person would like to tell you? To ask you? What would you like to tell or
ask this person?
Draw a picture that illustrates one of the questions above.
Try to copy the picture, matching colors and shapes as closely as possible.
Source: Human Rights Educators’ Network, Amnesty International USA; adapted in part from
Emily Style, National Seed Project

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human rights around the world

Time frame 60-90 minutes

Equipment Handout below, copies of the UDHR

Aim Participants match examples of human rights affirmations and abuses in selected countries with
articles of the Universal Declaration of Human Rights (UDHR).

Instructions PART A: Identifying Rights Issues Around the World

1. Divide participants into small "research groups" and give each member a copy of the UDHR and
the Activity 9 Handout: Rights Around the World.
2. Assign each research group a different set of 3-6 statements from Activity 9 Handout: Rights
Around the World. They have 15-20 minutes to find 2 or more articles from the UDHR that apply to
each sentence. For example, Statement 12 "Government troops kill advocates for democracy in China
during a peaceful demonstration" represents an abuse of Article 3 (right to life) and an affirmation of
Article 20 (freedom to assemble). A guided example may be helpful to start the process.
3 The Amnesty Interactive CD-ROM and Amnesty International’s annual reports provide excellent information. They are
available from the addresses above.

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3. Regroup participants: if there are 4 in a group, assign each a number from 1 to 4. Then all the
"one’s" form a group, all the "two’s," etc.
4. Ask the participants in the new group to report to each other on their research group’s findings,
so that each statement on the handout is covered. Discuss selected statements that they find especially
important or interesting.
PART B: Identifying Rights Issues at Home
5. Have participants generate a similar list of 10 affirmations and 10 abuses that are specific to their
own country and community.
6. Ask participants to return to their original research groups. As in Step 2, participants match the
new list of statements with articles of the UDHR.
7. As a whole group, identify those affirmations and abuses that particularly touch their lives.
Why are these particular statements especially meaningful?
Are there individuals and groups working to promote and defend the rights people now have?
Are there groups working in the USA and/or their community to correct human rights abuses?
Are there actions that participants themselves might want to take? If appropriate, begin developing
an action plan. Source: Patrick Manson, Human Rights Educators’ Network, Amnesty International
USA.

I know no safe depository of the ultimate powers of the society but the people themselves;
and if we think them not enlightened enough to exercise their control with a wholesome
discretion, the remedy is not to take it from them, but to inform their discretion.
—Thomas Jefferson, Letter to William Charles Jarvis, September 28, 1820
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Handout: Rights Around the World

1. A person in South Africa registers to vote. 17. Activists in Guatemala start a cooperative
to provide food and education for homeless
2. The Chinese government punishes a couple
children.
for having a second child.
3. The government of Turkey burns down vil- 18. Children in Pakistan are forced to work in
lages of Kurds – an ethnic minority of south- carpet factories for little pay and long hours;
east Turkey – and forces them to move to they cannot go to school.
new towns. 19. The city council removes books from the
4. A Brazilian child is denied a school educa- public library that it considers immoral or
tion because the family can’t afford to pay for unpatriotic.
books.
20. Native peoples of Nicaragua establish a uni-
5. The Burmese military overthrows a demo- versity to maintain their cultural traditions
cratically elected government. and better the education of their people.

6. A criminal in El Salvador is held in jail 21. Parents in the area of Chernobyl, whose chil-
for months without being charged with any dren have birth defects resulting from a nu-
crime. clear accident, demand information from the
Russian government.
7. A fourteen-year-old girl in Burma is sold by
her impoverished family to a house of pros- 22. Students in Europe and North America boy-
titution where she must work until she earns cott soccer balls made by child laborers and
enough to repay the money given her par- write letters to Pakistan and India to end this
ents. abuse.
8. Garment workers in Sri Lanka are forced to 23. Native Americans are forced to attend
work long hours in poorly lit shops and to boarding schools where they are forbidden
wait months to be paid. to speak their tribal languages.
9. A Native American asserts her right to col-
24. Workers in Poland demand the right to form
lect eagle feathers for a religious ceremony.
a union.
10. People fleeing armed violence in Haiti are re-
25. A terrorist from Ireland bombs a public
fused admission to the US as refugees.
restaurant in England.
11. A man with a disability is sentenced to death
in the US for a crime he committed when he 26. Ethnic Ogoni people in Nigeria protest the
was 14. mining of oil in their traditional homeland.

12. The government kills advocates for democ- 27. A woman in Iran is beaten for not covering
racy in China during a peaceful demonstra- her face in public, an illegal act.
tion.
28. Australian aborigines regain land taken by
13. Women in Afghanistan are not allowed to at- the government and are allowed to make of-
tend school or hold jobs. ficial their names for traditional landmarks.

14. During World War II, Japanese-Americans 29. Palestinians demonstrate for statehood.
are forced from their homes and held in con-
centration camps in the US. 30. A teacher insults a student for answering a
question incorrectly.
15. Students in Germany read in the newspaper
about politics in their country and human 31. In Saudi Arabia the hand of a thief is cut off,
rights in other countries. a punishment endorsed by religious teach-
ings.
16. During elections the government of Croa-
tia allows only government candidates to ap- 32. Students in the Philippines form clubs to de-
pear prominently in the state-run media. bate current political policies.
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comparing rights documents

Time frame 45-90 minutes

Equipment Handout below, copies of the UDHR and US bill of rights and amendments

Aim This activity asks participants to compare rights proclaimed in the Universal Declaration of
Human Rights (UDHR) with those present in the US Bill of Rights and Amendments. It challenges them
to explore reasons for the presence or absence of certain rights and to reflect on the role of government
in guaranteeing rights. (Note: Some prior knowledge of the UDHR and Bill of Rights is needed).

Instructions 1. Ask participants to complete the Handout. Have participants refer to the UDHR and
to the US Bill of Rights and Amendments to check their answers.
2. Discuss:
What did you discover that was a surprise to you?
Which rights asserted in the UDHR or US Bill of Rights and Amendments do you believe should or
should not be universal? Give reasons.
Do you think the Bill of Rights and Amendments cover more issues than the UDHR? Why or why
not?|
Did the writers of the Bill of Rights and the writers of the UDHR have different conceptions of what
"rights" means? If so, how did their understandings of "rights" differ?
Do US citizens have any rights besides those included in the Bill of Rights and Amendments, Con-
stitution, and other US law? Explain.
Should the Bill of Rights and Amendments be more inclusive? Why or why not? What rights, if any,
would you add? For example, should Americans be guaranteed the right to food, shelter, education,
and health?
How do you explain why some social, economic, and cultural rights found in the UDHR are not
guaranteed by the American documents?
In your opinion, what should be the limits and responsibilities of government in guaranteeing their
citizens certain rights? For example, is hunger or homelessness a government’s responsibility? Source:
Adapted from David Shiman, Teaching Human Rights, (Denver: Center for Teaching International
Relations Publications, University of Denver, 1993) 4-16.

Man’s capacity for justice makes democracy possible, but man’s inclination to injustice
makes democracy necessary.
—Reinhold Niebur

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Handout: Comparing Rights Documents

Directions: For each right listed below, indicate with a check in the appropriate box whether it
is included in the Universal Declaration of Human Rights (Column #1) and the US Bill of Rights and
Amendments (Column #2). Also indicate whether you think this right should be guaranteed by all
governments (Column #3).
RIGHT Included in UDHR Included in US Bill of Should be Guaranteed
Rights by All Governments
Free choice of employ-
ment
Free press
Free choice of spouse
Adequate shelter
Earn as much as one
wants
Trial by jury
Free choice of number
of children
Freedom from torture
and inhumane treat-
ment
Freedom of religion
Right to own property
Right to travel freely
Right to an education
Right to own arms
Adequate food
Adequate health care
Right to clean air and
water
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mapping human rights

Time frame 1 hour (but could be extended over several days

Equipment Art supplies, chart paper

Copies of the UDHR

Aim Participants work cooperatively to create a map of their community and identify the rights asso-
ciated with each major institution.

Instructions 1. Divide participants into small groups and ask them to draw a map of their town (or
neighborhood in the case of larger communities). They should include their homes, major public build-
ings (e.g., parks, post office, city hall, schools, places of worship) and public services (e.g., hospitals,
fire department, police station) and any other places that are important to the community (e.g., grocery
stores, cemetery, cinemas, gas stations).
2. When the maps are complete, ask participants to analyze their maps from a human rights per-
spective. What human rights do they associate with different places on their maps? For example, a
place of worship with freedom of thought, conscience, and religion; the school with the right to edu-
cation; the post office with the right to information, to privacy, and to self-expression. As they identify
these rights, they should look up the relevant article(s) in the UDHR and write the article number(s)
next to that place on the map.
3 Ask each group to present its map to the whole group and summarize its analysis of human rights
exercised in the community.
Did any parts of your map have a high concentration of rights? How do you explain this?
Did any parts have few or no rights associations? How do you explain this?
Are there any articles of the UDHR that seem to be especially exercised in this community? How
can this be explained?
Are there any articles of the UDHR that no group included on their map? How can this be explained?
Which of the rights identified are civil and political rights? Which are social, economic, and cultural
rights? See Part V, A Human Rights Glossary. Did one kind of right predominate on the map? Did one
kind of right predominate in certain areas (e.g., more civil and political rights associated with the court
house, city hall, or police station)?
After discussion can anyone see new ways to add rights to their map, especially those that were not
included in the first version?
4. Discuss:
Are there any places in this community where people’s rights are violated?
Are there any people in this community whose rights are violated?
What happens in this community when someone’s human rights are violated?
Are there any places in this community where people take action to protect human rights or prevent
violations from occurring?
Adaptations
1. For Young Children –
a. Create a three-dimensional map.
b. Combine this activity with a walk around the neighborhood to observe rights in action.
c. Focus just on the school or the home
d. Divide into small groups and give each group separate parts of one common map to analyze for
human rights.

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 2. Extending the Activity – Each step of the activity might be done on different days, allowing
participants time to reconsider the layout and make-up of the neighborhood and the rights associated
with each component.
3. Guest Speaker – The discussion in Step 4 provides an excellent opportunity to invite a lawyer or
human rights advocate to speak to the group.
4. Focus on Children’s Rights – The Convention on the Rights of the Child (CRC) might be sub-
stituted for the UDHR, especially for school use. A representative of the child-protection service or a
children’s advocacy group could be invited to speak to the class.
5. A Math or Geography Activity – This lesson could be developed as a math activity, drawing the
area to scale. It could also serve as a geography activity, including topography, directions, and special
relationships.
Source: Adapted from a demonstration by Anette Faye Jacobsen, Danish Centre for Human Rights.

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human rights in the news

Time frame 30–45 minutes

Equipment Newspaper pages, chart paper, tape or glue, scissors

Copies of the UDHR

Aim This activity uses recent newspapers and news media to develop an awareness of rights issues in
everyday life and to show human rights not only as they are violated but also as they are protected and
enjoyed.

Instructions 1. Divide participants into small groups. Each group receives a newspaper or pages
from a newspaper, scissors, tape or glue, and a sheet of chart paper.
2. Each group will construct a poster using items from the newspaper grouped under these cate-
gories:
a. rights being practiced or enjoyed
b. rights being denied
c. rights being protected
d. rights in conflict
Encourage participants to look not only for news stories but also for small features such as an-
nouncements and advertisements (e.g., the language of the paper itself illustrates the right to language
and culture, advertisements can illustrate the right to private property, reports of social events may
illustrate cultural rights, and personal columns can reflect many rights in practice).
3. Once participants have found stories for each category, they should select one story from each
category to analyze:
a. What specific rights were involved in the story? List them beside the article.
b. Find the article(s) of the UDHR that cover each right and write the article number(s) on the list.
Alternative: All groups contribute to four separate posters, combining the articles they have found
to make class posters.
4. Ask a spokesperson from each group to summarize the group’s selections.
5. Choose one or two stories from each group’s poster and ask the group to explain their analysis of
the story in terms of the UDHR:
What specific rights were involved in several stories?
What articles of the UDHR were involved?
Were more stories concerned with political and civil rights or social, economic, and cultural rights?
See Part V, A Human Rights Glossary, for definitions. Why do you think one kind of right appeared
more often?

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 6. Discuss:
What categories of rights stories were easiest to find? Hardest? Why?
Did some articles of the UDHR come up more often than others? Did others not come up at all?
How can you explain this?
How many articles explicitly mentioned human rights? How many concerned human rights issues
but did not use those words? Why do you think human rights were not mentioned?
Based on these news stories, what seems to be the state of human rights in the world today? In the
USA? In your community?
What are some positive initiatives and actions for the protection and fulfillment of human rights
indicated by the stories? Who is taking these actions?
Going Further
1. Keep Searching – Leave the posters hanging for an extended time, during which participants
continue to add clippings. Reassess the posters and the concluding discussion.
2. Compare Media Coverage – Ask participants to compare coverage of the
same human rights stories in different newspapers and/or different media (e.g., radio, magazines,
TV). What differences can they observe in importance given the story? In emphasis of features of the
story? Are there different versions of a single event? Did any version of the story explicitly mention
human rights?
3. Survey Television Coverage – Ask participants to watch a news program on TV and write down
the topics covered and the amount of time given to each human rights topic.
Source: Nancy Flowers, Human Rights Educators’ Network, Amnesty International USA.

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Time frame 1 hour

Equipment Blackboard and chalk

Chart paper and marking pens for each group
Copies of the UDHR

Aim This activity starts with participants’ personal ideas about rights as expressed in an imaginary
bill of rights. They then find correspondences between their ideas and specific articles of the Universal
Declaration of Human Rights (UDHR).

Instructions PART A: Human Rights for a New Planet

1. Read the following scenario:
A small new planet has been discovered that has everything needed to sustain human life. No one
has ever lived there. There are no laws, no rules, and no history. You will all be settlers here and in
preparation your group has been appointed to draw up the bill of rights for this all-new planet. You do
not know what position you will have in this country.
2. Instruct participants, working in small groups, to do the following:
a. Give this new planet a name.
b. Decide on ten rights that the whole group can agree upon and list them on the blackboard or
chart paper.
3. Each group presents its list to the class. As they do so, make a "master list" that includes all the
rights the groups mention, combining similar rights.
4. When all the groups have reported their lists, examine the master list:
Do some of the rights overlap? Can they be combined?
Is any right listed on only one list? Should it be included or eliminated?
5. Discussion questions:

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Did your ideas about which rights were most important change during the activity?
How would life be on this planet if some of these rights were excluded?
Are there any rights you would still like to add to the final list?
Why is making a list like this useful?
PART B: Linking Rights to the UDHR
1. When the master list is complete, participants return to their small group and try to match the
rights listed with articles of the UDHR. Some rights may include several articles. Others may not be
in the UDHR at all. Alternative: To save time, assign each group specific rights from the master list to
investigate.
2. As a group finishes, ask a representative to write down the numbers of the articles they have
identified next to the right on the master list. You may need to add an extra chart sheet next to the
master list.
3. Review each right on the list.
As participants identify a right with a particular UDHR article, ask that they read the simplified
version of the article aloud.
Resolve any contradictions about which right matches which article.
4. Discuss
Were some of the rights on the list not included in the UDHR? How can you explain this omission?
Were some rights in the UDHR not included on the group’s list? How can you explain this omission?
Going Further
1. Personal Preferences – At this point, especially if a natural break occurs, ask participants to mark
on the list the three rights that mean the most to them personally. The facilitator can then tally up the
marks to see how many each right received. When the group continues, remind participants about the
interdependency and indivisibility of rights. See Part V, Appendices.
Discuss:
Why do you think certain rights received so many marks from this group?
Are there special circumstances in this community or country that make some rights more impor-
tant than others?
2. Categories of Rights – Explain the distinction between civil/political rights and social/economic/cultural
rights. See Part V, A Human Rights Glossary, for definitions. Ask participants to determine which rights
on their list are civil and political and which are social, economic, and cultural. Did any one kind of
right predominate? Why?
Adaptations
1. A New School – This activity can be adapted to imagine the creation of a totally new school.
This version could lead into an examination of the human rights climate of the current school and the
creation of a list of "school rights," which would improve the school or classroom environment. These
might be written as both rights and responsibilities (e.g., "Everyone has the right to be treated with
respect" and "Everyone has the responsibility to treat others with respect"). This analysis of school
problems could lead directly to action projects. See Part IV, Taking Action for Human Rights.
2. What If? – To emphasize the universal application of rights, the activity might be varied by
assigning some groups specific roles in the society on the new planet (e.g., you are disabled, a member
of an ethnic minority, a millionaire) while other groups have no roles. Did having a particular position
in society influence ideas about necessary rights? These differences could also be included through
discussion or having each participant draw a role, for example, "What if on the new planet you were a
disabled person? Would this fact affect your ideas about necessary rights?".
Sources: Adapted from First Steps, 96-98; Edward O’Brien et al., Human Rights for All, (St. Paul,
MN: West, 1996).

The immediate task of human rights teaching and research should be to prevent or substan-
tially decrease human rights violations by discovering and applying inexpensive, practical,
and effective methods of awakening in individuals, groups, peoples, and governments an
awareness of the meaning, content, and value of human rights; how human rights are vio-
lated; how violations may be prevented or redressed; how human rights may be enhanced;
 and the will to respect and vindicate human rights. In short, to internalize reverence for
human rights
—Dr. José W. Diokno, Chairman, Phillipine Presidential Committee on Human Rights

Categories · Peace education

Peace education area · Human Rights

303
human rights squares

Time frame 15+ minutes

Equipment copy of Handout below

Copy of the UDHR

Aim This activity reveals what participants already know about human rights and the issues that are
of concern to them. It also stimulates discussion about the Universal Declaration of Human Rights
(UDHR) and categories of rights.

Instructions 1. Give everyone a copy of Handout below. Everyone tries to get an answer and a signa-
ture from a different person for each square.
Stop after five minutes.
2. Debrief the game:
Which were the easiest squares to find answers for? The most difficult? Why?
Which squares had global answers? US answers? Local or community answers?
3. Discuss:
Can you match any of these squares to articles of the UDHR?
Which of the squares are related to civil and political rights? To social, economic, and cultural
rights?
What additional squares might you create for this game?
Source: Adapted from David Shiman, Teaching Human Rights, (Denver: Center for Teaching Inter-
national Relations Publications, University of Denver, 1993) 2-3.

301
 302

Handout: Human Rights Squares

Instructions: Using members of the group as sources of information, get an answer for as many
squares as you can and write it in the square. Each answer should come from a different person, who
must initial that square for you. Stop when time is called.

A human right Country where Document that Group in your Country where
human rights are proclaims human country that people are denied
violated rights wants to deny rights because
rights to others of their race or
ethnicity

Organization Film/Video that Singer who sings Right your par- Country where
which fights for is about rights about rights ents have/had human rights
human rights that you do not situation has im-
proved recently

Type of human Book about rights Right sometimes Right all children Country where
rights viola- denied to women should have people are denied
tion that most rights because of
disturbs you their religion

Human right not People denied Human right Right of yours Someone who is
yet achieved by right to establish being achieved that is respected a defender of hu-
everyone in this their own nation around the world man rights
country or homeland

Source: Adapted from David Shiman, Teaching Human Rights, (Denver: Center for Teaching Inter-
national Relations Publications, University of Denver, 1993) 2-3.
 The Universal Declaration of Human Rights A
Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members
of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have out-
raged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom
of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of
the common people,
Whereas it is essential, if a man is not to be compelled to have recourse, as a last resort, to rebellion
against tyranny and oppression, that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental
human rights, in the dignity and worth of the human person and in the equal rights of men and women
and have determined to promote social progress and better standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in co-operation with the United Na-
tions, the promotion of universal respect for and observance of human rights and fundamental free-
doms,
Whereas a common understanding of these rights and freedoms is of the greatest importance for
the full realization of this pledge,
Now Therefore,
The General Assembly Proclaims
This Universal Declaration of Human Rights as a common standard of achievement for all peoples
and all nations, to the end that every individual and every organ of society, keeping this Declaration
constantly in mind, shall strive by teaching and education to promote respect for these rights and free-
doms and by progressive measures, national and international, to secure their universal and effective
recognition and observance, both among the peoples of Member States themselves and among peoples
of territories under their jurisdiction.

Article 1 All human beings are born free and equal in dignity and rights. They are endowed with
reason and conscience and should act toward one another in a spirit of brotherhood.

Article 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, color, 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.

Article 3 Everyone has the right to life, liberty and security of person.

Article 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited
in all their forms.

Article 5 No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punish-
ment.

303
 304

Article 6 Everyone has the right to recognition everywhere as a person before the law.

Article 7 All are equal before the law and are entitled without any discrimination to equal protection
of the law. All are entitled to equal protection against any discrimination in violation of this Declaration
and against any incitement to such discrimination.

Article 8 Everyone has the right to an effective remedy by the competent national tribunals for acts
violating the fundamental rights granted him by the constitution or by law.

Article 9 No one shall be subjected to arbitrary arrest, detention or exile.

Article 10 Everyone is entitled in full equality to a fair and public hearing by an independent and
impartial tribunal, in the determination of his rights and obligations and of any criminal charge against
him.

Article 11 1) Everyone charged with a penal offense has the right to be presumed innocent until
proved guilty according to law in a public trial at which he has had all the guarantees necessary for his
defense.
2) No one shall be held guilty of any penal offense on account of any act or omission which did not
constitute a penal offense, under national or international law, at the time when it was committed. Nor
shall a heavier penalty be imposed than the one that was applicable at the time the penal offense was
committed.

Article 12 No one shall be subjected to arbitrary interference with his privacy, family, home or corre-
spondence, nor to attacks upon his honor and reputation. Everyone has the right to the protection of
the law against such interference or attacks.

Article 13 1) Everyone has the right to freedom of movement and residence within the borders of
each State.
2) Everyone has the right to leave any country, including his own, and to return to his country.

Article 14 1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.
2) This right may not be invoked in the case of prosecutions genuinely arising from non-political
crimes or from acts contrary to the purposes and principles of the United Nations.

Article 15 1) Everyone has the right to a nationality.

2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nation-
ality.

Article 16 1) Men and women of full age, without any limitation due to race, nationality or religion,
have the right to marry and to found a family. They are entitled to equal rights as to marriage, during
marriage and at its dissolution.
2) Marriage shall be entered into only with the free and full consent of the intending spouses.
3) The family is the natural and fundamental group unit of society and is entitled to protection by
society and the State.

Article 17 1) Everyone has the right to own property alone as well as in association with others.
2) No one shall be arbitrarily deprived of his property.

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 and private, to manifest his religion or belief in teaching, practice, worship and observance.
 305

Article 19 Everyone has the right to freedom of opinion and expression; this right includes freedom
to hold opinions without interference and to seek, receive and impart information and ideas through
any media and regardless of frontiers.

Article 20 1) Everyone has the right to freedom of peaceful assembly and association.
2) No one may be compelled to belong to an association.

Article 21 1) Everyone has the right to take part in the government of his country, directly or through
freely chosen representatives.
2) Everyone has the right of equal access to public service in his country.
3) The will of the people shall be the basis of the authority of government; this will shall be expressed
in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by
secret vote or by equivalent free voting procedures.

Article 22 Everyone, as a member of society, has the right to social security and is entitled to real-
ization, through national effort and international co-operation and in accordance with the organization
and resources of each State, of the economic, social and cultural rights indispensable for his dignity
and the free development of his personality.

Article 23 1) Everyone has the right to work, to free choice of employment, to just and favorable
conditions of work and to protection against unemployment.
2) Everyone, without any discrimination, has the right to equal pay for equal work.
3) Everyone who works has the right to just and favorable remuneration ensuring for himself and
his family an existence worthy of human dignity, and supplemented, if necessary, by other means of
social protection.
4) Everyone has the right to form and to join trade unions for the protection of his interests.

Article 24 Everyone has the right to rest and leisure, including reasonable limitation of working hours
and periodic holidays with pay.

Article 25 1) Everyone has the right to a standard of living adequate for the health and well-being
of himself and of his family, including food, clothing, housing and medical care and necessary social
services, and the right to security in the event of unemployment, sickness, disability, widowhood, old
age or other lack of livelihood in circumstances beyond his control.
2) Motherhood and childhood are entitled to special care and assistance. All children, whether born
in or out of wedlock, shall enjoy the same social protection.

Article 26 1) Everyone has the right to education. Education shall be free, at least in the elementary
and fundamental stages. Elementary education shall be compulsory. Technical and professional edu-
cation shall be made generally available and higher education shall be equally accessible to all on the
basis of merit.
2) Education shall be directed to the full development of the human personality and to the strength-
ening of respect for human rights and fundamental freedoms. It shall promote understanding, toler-
ance and friendship among all nations, racial or religious groups, and shall further the activities of the
United Nations for the maintenance of peace.
3) Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27 1) Everyone has the right freely to participate in the cultural life of the community, to enjoy
the arts and to share in scientific advancement and its benefits.
2) Everyone has the right to the protection of the moral and material interests resulting from any
scientific, literary or artistic production of which he is the author.
 306

Article 28 Everyone is entitled to a social and international order in which the rights and freedoms
set forth in this Declaration can be fully realized.

Article 29 1) Everyone has duties to the community in which alone the free and full development of
his personality is possible.
2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as
are determined by law solely for the purpose of securing due recognition and respect for the rights
and freedoms of others and of meeting the just requirements of morality, public order and the general
welfare in a democratic society.
3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of
the United Nations.

Article 30 Nothing in this Declaration may be interpreted as implying for any State, group or person
any right to engage in any activity or to perform any act aimed at the destruction of any of the rights
and freedoms set forth herein.
 The Universal Declaration of Human Rights
(abbreviated)
B
Article 1 Right to Equality Article 16 Right to Marriage and Family

Article 2 Freedom from Discrimination Article 17 Right to Own Property

Article 3 Right to Life, Liberty, Personal Se-
Article 18 Freedom of Belief and Religion
curity

Article 4 Freedom from Slavery Article 19 Freedom of Opinion and Informa-

tion
Article 5 Freedom from Torture and De-
grading Treatment Article 20 Right of Peaceful Assembly and
Association
Article 6 Right to Recognition as a Person
before the Law Article 21 Right to Participate in Govern-
ment and in Free Elections
Article 7 Right to Equality before the Law

Article 8 Right to Remedy by Competent Article 22 Right to Social Security

Tribunal
Article 23 Right to Desirable Work and to
Article 9 Freedom from Arbitrary Arrest Join Trade Unions
and Exile
Article 24 Right to Rest and Leisure
Article 10 Right to Fair Public Hearing
Article 25 Right to Adequate Living Standard
Article 11 Right to be Considered Innocent
until Proven Guilty Article 26 Right to Education
Article 12 Freedom from Interference with Article 27 Right to Participate in the Cultural
Privacy, Family, Home and Corre- Life of Community
spondence
Article 28 Right to a Social Order that Artic-
Article 13 Right to Free Movement in and out
ulates this Document
of the Country

Article 14 Right to Asylum in other Coun- Article 29 Community Duties Essential to

tries from Persecution Free and Full Development

Article 15 Right to a Nationality and the Article 30 Freedom from State or Personal In-
Freedom to Change It terference in the above Rights

307
Index

a chinese evening – 48, p. 12 contrasts – 76, p. 24

a new planet – 302, p. 299 coocoo’s clock – 77, p. 25
alphabet – 6, p. 2 cooperation squares – 78, p. 26
animals – 1, p. 1 country salad – 79, p. 26
action reaction – 247, p. 218 couples – 80, p. 27
amazing waste – 253, p. 255 create a game – 81, p. 27
art gallery – 254, p. 256 culture game – 82, p. 27
bag drama – 49, p. 13 circle drawing – 256, p. 257
balance of nature mobile – 50, p. 14 collecting garbage – 257, p. 257
balloon game supercharged – 52, p. 14 comparing rights documents – 299, p. 295
balloon game – 51, p. 14 conflict consequences – 239, p. 171
balloon in flight – 53, p. 15 cookies and conflicts – 235, p. 149
balloon soccer – 24, p. 6 creating a human rights community – 292, p.
basket ball variations – 28, p. 7 281
bla-bla-bla – 54, p. 16 do you love your neighbour? – 83, p. 28
blind trust – 55, p. 17 dragon’s tail – 16, p. 4
blindfold – 46, p. 12 drama – 84, p. 29
body expression of feelings – 56, p. 17 drop the blanket – 4, p. 1
brenno – 57, p. 18 duck banana – 85, p. 29
bump – 18, p. 5 duck duck goose – 86, p. 30
beating bullying – 238, p. 164 dutch card game – 87, p. 30
blind millipede trust game – 255, p. 257 did you ever see a horse jog? – 258, p. 258
camp post – 58, p. 18 draw it right – 246, p. 213
canniballs – 59, p. 19 earthling game – 88, p. 30
capture the flag – 30, p. 8 ecological collage – 89, p. 31
car boot sale – 60, p. 19 elephants and giraffes – 90, p. 32
cat and dog – 61, p. 19 expectations – 91, p. 33
cat and mouse – 62, p. 20 earth’s treasure chest – 259, p. 258
catch the dragon’s tail – 63, p. 20 ecological poster – 260, p. 259
catch the flag – 64, p. 20 fairy tale drama – 92, p. 33
cemetery – 21, p. 6 falling circle – 93, p. 33
chair soccer – 25, p. 6 families – 94, p. 34
change of scene – 65, p. 21 family feud – 95, p. 34
changes – 66, p. 21 family life – 96, p. 35
chaos – 67, p. 21 fantasy land – 97, p. 35
charades – 68, p. 22 fantasy trip – 98, p. 36
chocolate bar – 69, p. 22 fear in a hat – 99, p. 38
chocolate eating – 70, p. 22 find the ghosts – 100, p. 38
circles – 71, p. 23 fingers up – 101, p. 38
cisv dinner – 72, p. 23 first impression – 102, p. 39
cisv peace forest – 73, p. 23 follow the leader – 103, p. 39
cisv trivial pursuit – 74, p. 24 foot rally – 104, p. 39
clothes pins – 75, p. 24 four hands in clay – 105, p. 40

308
 Index

freeze – 106, p. 41 letters to governments – 134, p. 59

fruitsalad – 107, p. 42 life worth living – 135, p. 60
find a tree – 261, p. 259 lifestyles – 136, p. 61
flowering – 262, p. 259 line up – 137, p. 61
gibberish selling – 108, p. 42 long name game – 138, p. 62
give and get – 11, p. 3 lunch treasure hunt – 139, p. 62
grab the right thing – 109, p. 42 labels – 233, p. 141
great – 110, p. 43 leaf hunt relay – 268, p. 262
group juggling – 35, p. 9 literature and human rights – 295, p. 287
gender matters – 248, p. 230 magazine collage – 140, p. 63
getting to know the activists among us – 290, p. magnetic fields – 141, p. 64
278 make a shape – 142, p. 65
giving human rights a human face – 296, p. 289 making a machine – 143, p. 66
go fish – 241, p. 183 marriage – 144, p. 66
good earth’s deeds – 263, p. 260 memory – 145, p. 68
handicap day – 111, p. 43 message game – 146, p. 69
handicapped breakfast – 112, p. 44 mini world camp – 147, p. 69
have you ever? – 8, p. 2 minky minky banana – 47, p. 12
hello – 3, p. 1 mirror sound – 148, p. 70
hiding stones – 113, p. 44 mr & mrs smith – 149, p. 71
honey, if you love me, smile – 114, p. 44 multicultural scavenger hunt – 150, p. 71
hospital – 115, p. 45 music painting – 151, p. 72
hospital – 20, p. 5 musical chairs – 152, p. 73
housing – 116, p. 45 making drama out of conflict – 236, p. 156
how do you do? – 9, p. 2 mango alias – 245, p. 209
human camera – 117, p. 46 mapping human rights – 300, p. 297
human knot – 118, p. 46 message in a bottle – 269, p. 262
habitat lap sit – 264, p. 260 musing on music – 270, p. 262
hands-on drawings – 265, p. 260 name and action – 7, p. 2
helping hands for mother earth – 266, p. 261 name and baton – 2, p. 1
history and human rights – 294, p. 285 name bingo – 153, p. 74
human beings / human rights – 284, p. 270 name six – 13, p. 4
human rights tree – 240, p. 178 name six – 154, p. 75
human rights around the world – 298, p. 292 name trains – 10, p. 3
human rights in the news – 301, p. 298 nature walk – 155, p. 76
human rights squares – 303, p. 301 neighbour game – 156, p. 77
human rights tree – 285, p. 272 newpaper game – 157, p. 78
international meeting – 119, p. 47 newspaper dance – 158, p. 79
international twister – 120, p. 48 non-verbal circle/line – 159, p. 79
interviewing the world – 123, p. 50 non-verbal interviews – 160, p. 80
interview – 121, p. 49 number soccer/hokey – 26, p. 7
interview – 122, p. 49 number tag – 161, p. 81
introducing new countries – 124, p. 51 natural art – 271, p. 263
invent a species – 125, p. 53 nature rubbing – 272, p. 263
it’s obvious – 126, p. 53 needs and wants – 286, p. 273
invent-a-game – 267, p. 261 noah’s ark – 274, p. 265
job and occupation – 127, p. 53 octopus – 17, p. 5
jump in – 128, p. 55 opposite cultures – 162, p. 82
keep 5 – 129, p. 55 opposite/upsidedown day – 163, p. 82
killer – 130, p. 56 ordinary people – 164, p. 83
knights, roundheads and cavaliers – 131, p. 56 on a tight rope – 249, p. 235
lapping it up – 132, p. 56 our values – 251, p. 246
lead and follow – 133, p. 58 paper, scissors, run – 40, p. 10

309
 Index

passing the mask – 165, p. 84 star power – 199, p. 112

passing the object – 166, p. 85 star spinning – 200, p. 113
pastcampers meeting – 167, p. 86 star tourist – 201, p. 113
peace birds from nature – 168, p. 87 statues – 19, p. 5
peace book – 169, p. 88 stick in the bottle – 202, p. 114
peace totem pole – 170, p. 89 story time – 42, p. 11
peace war peace – 171, p. 89 storytelling – 203, p. 115
people to people – 172, p. 90 streets and alleys – 27, p. 7
perestroika game – 173, p. 91 submarine – 204, p. 116
personal bingo – 15, p. 4 survival of the fittest – 205, p. 116
photo album – 174, p. 92 swat – 33, p. 8
picturama – 175, p. 93 switcheroo – 206, p. 117
pile up – 36, p. 9 sand art – 278, p. 266
plane crash – 176, p. 94 sow a seed, plant a tree – 280, p. 267
play ball – 177, p. 96 stories of students who took action – 291, p.
pony song/game – 178, p. 96 279
pop it – 32, p. 8 strategizing for action – 289, p. 277
prui – 179, p. 97 t-game – 207, p. 118
pyramid of life – 180, p. 97 talk-quiet – 208, p. 119
pass your feelings – 237, p. 160 telephone game – 209, p. 119
plant personification – 275, p. 265 television market reserach – 210, p. 120
questions – 5, p. 2 the aardvark – 211, p. 122
radio tunning – 181, p. 99 the elephant game – 38, p. 10
read acting – 182, p. 100 the lifeboat – 212, p. 122
recognizing voices – 183, p. 100 the monster – 213, p. 123
refugee game – 184, p. 101 the shoe game – 12, p. 3
religious differences – 185, p. 103 the twinkling star – 214, p. 124
rhythm – 186, p. 105 theatre sports – 215, p. 124
rich and poor lite – 188, p. 107 time capsule – 216, p. 127
rich and poor – 187, p. 105 touchie feelie – 217, p. 128
rich/poor snack – 189, p. 107 traffic lights – 44, p. 11
rob the nest – 43, p. 11 train game – 218, p. 128
romeo & juliet – 41, p. 11 trans ’country’ railways – 219, p. 129
romeo and juliet – 190, p. 108 triangle tag – 31, p. 8
reality and hope – 276, p. 265 the nicest place in the world – 273, p. 263
recycling scavenger hunt – 277, p. 266 the power of the pen – 288, p. 275
rights in play – 234, p. 145 the sense of sight – 279, p. 267
safing life – 191, p. 108 the end of the world – 242, p. 188
sandwich making for the homeless – 192, p. the love web – 252, p. 251
109 the mango workshop – 244, p. 202
sardines – 39, p. 10 the power of petitions – 287, p. 274
scarecrow tiggy – 22, p. 6 united nations day (24th october) – 220, p. 130
scarf game – 193, p. 109 up, down, and all around – 281, p. 268
shipwreck – 29, p. 7 washing an elephant – 221, p. 130
shoe factory – 14, p. 4 web of life – 222, p. 131
shoe game – 194, p. 109 what do i do for a living? – 223, p. 132
silent interview – 195, p. 110 whistle game – 224, p. 134
sitting circle – 196, p. 110 who’s afraid of the big bad man? – 225, p. 134
snow blind – 34, p. 9 who’s the leader – 226, p. 135
soccer variations – 23, p. 6 winking – 227, p. 136
sock game – 197, p. 111 winks – 37, p. 10
spare seats – 45, p. 11 world game – 228, p. 136
splashy volleyball – 198, p. 111 world news – 229, p. 138

310
 Index

worlds of difference – 230, p. 139

wuzferdinner – 231, p. 140
wall-to-wall graffiti – 250, p. 241
web of life – 282, p. 269
wildlife in symbols – 283, p. 269
windows and mirrors – 297, p. 290
world trade – 243, p. 193
yes – 232, p. 140
the environment and human rights – 293, p.
283

311
Index by peace education area

Intercultural Education elephants and giraffes – 90, p. 32

a chinese evening – 48, p. 12 expectations – 91, p. 33
bag drama – 49, p. 13 fairy tale drama – 92, p. 33
balance of nature mobile – 50, p. 14 falling circle – 93, p. 33
balloon game supercharged – 52, p. 14 families – 94, p. 34
balloon game – 51, p. 14 family feud – 95, p. 34
balloon in flight – 53, p. 15 family life – 96, p. 35
bla-bla-bla – 54, p. 16 fantasy land – 97, p. 35
blind trust – 55, p. 17 fantasy trip – 98, p. 36
body expression of feelings – 56, p. 17 fear in a hat – 99, p. 38
brenno – 57, p. 18 find the ghosts – 100, p. 38
camp post – 58, p. 18 fingers up – 101, p. 38
canniballs – 59, p. 19 first impression – 102, p. 39
car boot sale – 60, p. 19 follow the leader – 103, p. 39
cat and dog – 61, p. 19 foot rally – 104, p. 39
cat and mouse – 62, p. 20 four hands in clay – 105, p. 40
catch the dragon’s tail – 63, p. 20 freeze – 106, p. 41
catch the flag – 64, p. 20 fruitsalad – 107, p. 42
change of scene – 65, p. 21 gibberish selling – 108, p. 42
changes – 66, p. 21 grab the right thing – 109, p. 42
chaos – 67, p. 21 great – 110, p. 43
charades – 68, p. 22 handicap day – 111, p. 43
chocolate bar – 69, p. 22 handicapped breakfast – 112, p. 44
chocolate eating – 70, p. 22 hiding stones – 113, p. 44
circles – 71, p. 23 honey, if you love me, smile – 114, p. 44
cisv dinner – 72, p. 23 hospital – 115, p. 45
cisv peace forest – 73, p. 23 housing – 116, p. 45
cisv trivial pursuit – 74, p. 24 human camera – 117, p. 46
clothes pins – 75, p. 24 human knot – 118, p. 46
contrasts – 76, p. 24 international meeting – 119, p. 47
coocoo’s clock – 77, p. 25 international twister – 120, p. 48
cooperation squares – 78, p. 26 interviewing the world – 123, p. 50
country salad – 79, p. 26 interview – 121, p. 49
couples – 80, p. 27 interview – 122, p. 49
create a game – 81, p. 27 introducing new countries – 124, p. 51
culture game – 82, p. 27 invent a species – 125, p. 53
do you love your neighbour? – 83, p. 28 it’s obvious – 126, p. 53
drama – 84, p. 29 job and occupation – 127, p. 53
duck banana – 85, p. 29 jump in – 128, p. 55
duck duck goose – 86, p. 30 keep 5 – 129, p. 55
dutch card game – 87, p. 30 killer – 130, p. 56
earthling game – 88, p. 30 knights, roundheads and cavaliers – 131,
ecological collage – 89, p. 31 p. 56

312
 Index by peace education area

lapping it up – 132, p. 56 religious differences – 185, p. 103

lead and follow – 133, p. 58 rhythm – 186, p. 105
letters to governments – 134, p. 59 rich and poor lite – 188, p. 107
life worth living – 135, p. 60 rich and poor – 187, p. 105
lifestyles – 136, p. 61 rich/poor snack – 189, p. 107
line up – 137, p. 61 romeo and juliet – 190, p. 108
long name game – 138, p. 62 safing life – 191, p. 108
lunch treasure hunt – 139, p. 62 sandwich making for the homeless – 192,
magazine collage – 140, p. 63 p. 109
magnetic fields – 141, p. 64 scarf game – 193, p. 109
make a shape – 142, p. 65 shoe game – 194, p. 109
making a machine – 143, p. 66 silent interview – 195, p. 110
marriage – 144, p. 66 sitting circle – 196, p. 110
memory – 145, p. 68 sock game – 197, p. 111
message game – 146, p. 69 splashy volleyball – 198, p. 111
mini world camp – 147, p. 69 star power – 199, p. 112
mirror sound – 148, p. 70 star spinning – 200, p. 113
mr & mrs smith – 149, p. 71 star tourist – 201, p. 113
multicultural scavenger hunt – 150, p. 71 stick in the bottle – 202, p. 114
music painting – 151, p. 72 storytelling – 203, p. 115
musical chairs – 152, p. 73 submarine – 204, p. 116
name bingo – 153, p. 74 survival of the fittest – 205, p. 116
name six – 154, p. 75 switcheroo – 206, p. 117
nature walk – 155, p. 76 t-game – 207, p. 118
neighbour game – 156, p. 77 talk-quiet – 208, p. 119
newpaper game – 157, p. 78 telephone game – 209, p. 119
newspaper dance – 158, p. 79 television market reserach – 210, p. 120
non-verbal circle/line – 159, p. 79 the aardvark – 211, p. 122
non-verbal interviews – 160, p. 80 the lifeboat – 212, p. 122
number tag – 161, p. 81 the monster – 213, p. 123
opposite cultures – 162, p. 82 the twinkling star – 214, p. 124
opposite/upsidedown day – 163, p. 82 theatre sports – 215, p. 124
ordinary people – 164, p. 83 time capsule – 216, p. 127
passing the mask – 165, p. 84 touchie feelie – 217, p. 128
passing the object – 166, p. 85 train game – 218, p. 128
pastcampers meeting – 167, p. 86 trans ’country’ railways – 219, p. 129
peace birds from nature – 168, p. 87 united nations day (24th october) – 220, p.
peace book – 169, p. 88 130
peace totem pole – 170, p. 89 washing an elephant – 221, p. 130
peace war peace – 171, p. 89 web of life – 222, p. 131
people to people – 172, p. 90 what do i do for a living? – 223, p. 132
perestroika game – 173, p. 91 whistle game – 224, p. 134
photo album – 174, p. 92 who’s afraid of the big bad man? – 225, p.
picturama – 175, p. 93 134
plane crash – 176, p. 94 who’s the leader – 226, p. 135
play ball – 177, p. 96 winking – 227, p. 136
pony song/game – 178, p. 96 world game – 228, p. 136
prui – 179, p. 97 world news – 229, p. 138
pyramid of life – 180, p. 97 worlds of difference – 230, p. 139
radio tunning – 181, p. 99 wuzferdinner – 231, p. 140
read acting – 182, p. 100 yes – 232, p. 140
recognizing voices – 183, p. 100 International Education
refugee game – 184, p. 101 a chinese evening – 48, p. 12

313
 Index by peace education area

bag drama – 49, p. 13 first impression – 102, p. 39

balance of nature mobile – 50, p. 14 follow the leader – 103, p. 39
balloon game supercharged – 52, p. 14 foot rally – 104, p. 39
balloon game – 51, p. 14 four hands in clay – 105, p. 40
balloon in flight – 53, p. 15 freeze – 106, p. 41
bla-bla-bla – 54, p. 16 fruitsalad – 107, p. 42
blind trust – 55, p. 17 gibberish selling – 108, p. 42
body expression of feelings – 56, p. 17 grab the right thing – 109, p. 42
brenno – 57, p. 18 great – 110, p. 43
camp post – 58, p. 18 handicap day – 111, p. 43
canniballs – 59, p. 19 handicapped breakfast – 112, p. 44
car boot sale – 60, p. 19 hiding stones – 113, p. 44
cat and dog – 61, p. 19 honey, if you love me, smile – 114, p. 44
cat and mouse – 62, p. 20 hospital – 115, p. 45
catch the dragon’s tail – 63, p. 20 housing – 116, p. 45
catch the flag – 64, p. 20 human camera – 117, p. 46
change of scene – 65, p. 21 human knot – 118, p. 46
changes – 66, p. 21 international meeting – 119, p. 47
chaos – 67, p. 21 international twister – 120, p. 48
charades – 68, p. 22 interviewing the world – 123, p. 50
chocolate bar – 69, p. 22 interview – 121, p. 49
chocolate eating – 70, p. 22 interview – 122, p. 49
circles – 71, p. 23 introducing new countries – 124, p. 51
cisv dinner – 72, p. 23 invent a species – 125, p. 53
cisv peace forest – 73, p. 23 it’s obvious – 126, p. 53
cisv trivial pursuit – 74, p. 24 job and occupation – 127, p. 53
clothes pins – 75, p. 24 jump in – 128, p. 55
contrasts – 76, p. 24 keep 5 – 129, p. 55
coocoo’s clock – 77, p. 25 killer – 130, p. 56
cooperation squares – 78, p. 26 knights, roundheads and cavaliers – 131,
country salad – 79, p. 26 p. 56
couples – 80, p. 27 lapping it up – 132, p. 56
create a game – 81, p. 27 lead and follow – 133, p. 58
culture game – 82, p. 27 letters to governments – 134, p. 59
do you love your neighbour? – 83, p. 28 life worth living – 135, p. 60
drama – 84, p. 29 lifestyles – 136, p. 61
duck banana – 85, p. 29 line up – 137, p. 61
duck duck goose – 86, p. 30 long name game – 138, p. 62
dutch card game – 87, p. 30 lunch treasure hunt – 139, p. 62
earthling game – 88, p. 30 magazine collage – 140, p. 63
ecological collage – 89, p. 31 magnetic fields – 141, p. 64
elephants and giraffes – 90, p. 32 make a shape – 142, p. 65
expectations – 91, p. 33 making a machine – 143, p. 66
fairy tale drama – 92, p. 33 marriage – 144, p. 66
falling circle – 93, p. 33 memory – 145, p. 68
families – 94, p. 34 message game – 146, p. 69
family feud – 95, p. 34 mini world camp – 147, p. 69
family life – 96, p. 35 mirror sound – 148, p. 70
fantasy land – 97, p. 35 mr & mrs smith – 149, p. 71
fantasy trip – 98, p. 36 multicultural scavenger hunt – 150, p. 71
fear in a hat – 99, p. 38 music painting – 151, p. 72
find the ghosts – 100, p. 38 musical chairs – 152, p. 73
fingers up – 101, p. 38 name bingo – 153, p. 74

314
 Index by peace education area

name six – 154, p. 75 switcheroo – 206, p. 117

nature walk – 155, p. 76 t-game – 207, p. 118
neighbour game – 156, p. 77 talk-quiet – 208, p. 119
newpaper game – 157, p. 78 telephone game – 209, p. 119
newspaper dance – 158, p. 79 television market reserach – 210, p. 120
non-verbal circle/line – 159, p. 79 the aardvark – 211, p. 122
non-verbal interviews – 160, p. 80 the lifeboat – 212, p. 122
number tag – 161, p. 81 the monster – 213, p. 123
opposite cultures – 162, p. 82 the twinkling star – 214, p. 124
opposite/upsidedown day – 163, p. 82 theatre sports – 215, p. 124
ordinary people – 164, p. 83 time capsule – 216, p. 127
passing the mask – 165, p. 84 touchie feelie – 217, p. 128
passing the object – 166, p. 85 train game – 218, p. 128
pastcampers meeting – 167, p. 86 trans ’country’ railways – 219, p. 129
peace birds from nature – 168, p. 87 united nations day (24th october) – 220, p.
peace book – 169, p. 88 130
peace totem pole – 170, p. 89 washing an elephant – 221, p. 130
peace war peace – 171, p. 89 web of life – 222, p. 131
people to people – 172, p. 90 what do i do for a living? – 223, p. 132
perestroika game – 173, p. 91 whistle game – 224, p. 134
photo album – 174, p. 92 who’s afraid of the big bad man? – 225, p.
picturama – 175, p. 93 134
plane crash – 176, p. 94 who’s the leader – 226, p. 135
play ball – 177, p. 96 winking – 227, p. 136
pony song/game – 178, p. 96 world game – 228, p. 136
prui – 179, p. 97 world news – 229, p. 138
pyramid of life – 180, p. 97 worlds of difference – 230, p. 139
radio tunning – 181, p. 99 wuzferdinner – 231, p. 140
read acting – 182, p. 100 yes – 232, p. 140
recognizing voices – 183, p. 100 Conflict and Resolution
refugee game – 184, p. 101 beating bullying – 238, p. 164
religious differences – 185, p. 103 conflict consequences – 239, p. 171
rhythm – 186, p. 105 cookies and conflicts – 235, p. 149
rich and poor lite – 188, p. 107 human rights tree – 240, p. 178
rich and poor – 187, p. 105 making drama out of conflict – 236, p. 156
rich/poor snack – 189, p. 107 pass your feelings – 237, p. 160
romeo and juliet – 190, p. 108 reality and hope – 276, p. 265
safing life – 191, p. 108 Diversity
sandwich making for the homeless – 192, action reaction – 247, p. 218
p. 109 gender matters – 248, p. 230
scarf game – 193, p. 109 labels – 233, p. 141
shoe game – 194, p. 109 on a tight rope – 249, p. 235
silent interview – 195, p. 110 reality and hope – 276, p. 265
sitting circle – 196, p. 110 the sense of sight – 279, p. 267
sock game – 197, p. 111 the mango workshop – 244, p. 202
splashy volleyball – 198, p. 111 Human Rights
star power – 199, p. 112 a new planet – 302, p. 299
star spinning – 200, p. 113 action reaction – 247, p. 218
star tourist – 201, p. 113 comparing rights documents – 299, p. 295
stick in the bottle – 202, p. 114 creating a human rights community – 292,
storytelling – 203, p. 115 p. 281
submarine – 204, p. 116 draw it right – 246, p. 213
survival of the fittest – 205, p. 116 gender matters – 248, p. 230

315
 Index by peace education area

getting to know the activists among us – recycling scavenger hunt – 277, p. 266
290, p. 278 sand art – 278, p. 266
giving human rights a human face – 296, sow a seed, plant a tree – 280, p. 267
p. 289 the nicest place in the world – 273, p. 263
history and human rights – 294, p. 285 the end of the world – 242, p. 188
human beings / human rights – 284, p. 270 the mango workshop – 244, p. 202
human rights around the world – 298, p. up, down, and all around – 281, p. 268
292 web of life – 282, p. 269
human rights in the news – 301, p. 298 wildlife in symbols – 283, p. 269
human rights squares – 303, p. 301 world trade – 243, p. 193
human rights tree – 285, p. 272 the environment and human rights – 293,
labels – 233, p. 141 p. 283
literature and human rights – 295, p. 287
mapping human rights – 300, p. 297
needs and wants – 286, p. 273
on a tight rope – 249, p. 235
our values – 251, p. 246
reality and hope – 276, p. 265
rights in play – 234, p. 145
stories of students who took action – 291,
p. 279
strategizing for action – 289, p. 277
the power of the pen – 288, p. 275
the love web – 252, p. 251
the power of petitions – 287, p. 274
wall-to-wall graffiti – 250, p. 241
windows and mirrors – 297, p. 290
the environment and human rights – 293,
p. 283
Sustainable Development
amazing waste – 253, p. 255
art gallery – 254, p. 256
collecting garbage – 257, p. 257
earth’s treasure chest – 259, p. 258
ecological poster – 260, p. 259
find a tree – 261, p. 259
flowering – 262, p. 259
go fish – 241, p. 183
good earth’s deeds – 263, p. 260
habitat lap sit – 264, p. 260
hands-on drawings – 265, p. 260
helping hands for mother earth – 266, p.
261
invent-a-game – 267, p. 261
leaf hunt relay – 268, p. 262
mango alias – 245, p. 209
message in a bottle – 269, p. 262
musing on music – 270, p. 262
natural art – 271, p. 263
nature rubbing – 272, p. 263
noah’s ark – 274, p. 265
plant personification – 275, p. 265
reality and hope – 276, p. 265

316
Index by category

Active/running pile up – 36, p. 9

balloon game supercharged – 52, p. 14 pony song/game – 178, p. 96
balloon game – 51, p. 14 pop it – 32, p. 8
balloon soccer – 24, p. 6 rob the nest – 43, p. 11
basket ball variations – 28, p. 7 romeo & juliet – 41, p. 11
blindfold – 46, p. 12 romeo and juliet – 190, p. 108
brenno – 57, p. 18 sardines – 39, p. 10
bump – 18, p. 5 scarecrow tiggy – 22, p. 6
canniballs – 59, p. 19 scarf game – 193, p. 109
capture the flag – 30, p. 8 shipwreck – 29, p. 7
cat and dog – 61, p. 19 sitting circle – 196, p. 110
cat and mouse – 62, p. 20 snow blind – 34, p. 9
catch the dragon’s tail – 63, p. 20 soccer variations – 23, p. 6
catch the flag – 64, p. 20 spare seats – 45, p. 11
cemetery – 21, p. 6 splashy volleyball – 198, p. 111
chair soccer – 25, p. 6 statues – 19, p. 5
chaos – 67, p. 21 stick in the bottle – 202, p. 114
country salad – 79, p. 26 story time – 42, p. 11
do you love your neighbour? – 83, p. 28 streets and alleys – 27, p. 7
dragon’s tail – 16, p. 4 submarine – 204, p. 116
duck banana – 85, p. 29 swat – 33, p. 8
duck duck goose – 86, p. 30 telephone game – 209, p. 119
dutch card game – 87, p. 30 the elephant game – 38, p. 10
find the ghosts – 100, p. 38 the monster – 213, p. 123
fruitsalad – 107, p. 42 traffic lights – 44, p. 11
grab the right thing – 109, p. 42 triangle tag – 31, p. 8
group juggling – 35, p. 9 who’s afraid of the big bad man? – 225, p.
hiding stones – 113, p. 44 134
hospital – 115, p. 45 winking – 227, p. 136
hospital – 20, p. 5 winks – 37, p. 10
human knot – 118, p. 46 Arts and Crafts
international twister – 120, p. 48 balance of nature mobile – 50, p. 14
knights, roundheads and cavaliers – 131, cooperation squares – 78, p. 26
p. 56 ecological collage – 89, p. 31
lunch treasure hunt – 139, p. 62 fantasy land – 97, p. 35
magnetic fields – 141, p. 64 four hands in clay – 105, p. 40
minky minky banana – 47, p. 12 invent a species – 125, p. 53
musical chairs – 152, p. 73 magazine collage – 140, p. 63
newspaper dance – 158, p. 79 music painting – 151, p. 72
number soccer/hokey – 26, p. 7 peace birds from nature – 168, p. 87
octopus – 17, p. 5 peace book – 169, p. 88
paper, scissors, run – 40, p. 10 peace totem pole – 170, p. 89
people to people – 172, p. 90 picturama – 175, p. 93

317
 Index by category

star tourist – 201, p. 113 interview – 122, p. 49

the aardvark – 211, p. 122 life worth living – 135, p. 60
time capsule – 216, p. 127 opposite cultures – 162, p. 82
united nations day (24th october) – 220, p. religious differences – 185, p. 103
130 safing life – 191, p. 108
world news – 229, p. 138 time capsule – 216, p. 127
worlds of difference – 230, p. 139 Drama
Communication bag drama – 49, p. 13
bla-bla-bla – 54, p. 16 bla-bla-bla – 54, p. 16
body expression of feelings – 56, p. 17 body expression of feelings – 56, p. 17
camp post – 58, p. 18 change of scene – 65, p. 21
charades – 68, p. 22 charades – 68, p. 22
circles – 71, p. 23 chocolate bar – 69, p. 22
cooperation squares – 78, p. 26 drama – 84, p. 29
couples – 80, p. 27 fairy tale drama – 92, p. 33
create a game – 81, p. 27 families – 94, p. 34
drama – 84, p. 29 follow the leader – 103, p. 39
earthling game – 88, p. 30 freeze – 106, p. 41
expectations – 91, p. 33 gibberish selling – 108, p. 42
families – 94, p. 34 interviewing the world – 123, p. 50
fear in a hat – 99, p. 38 introducing new countries – 124, p. 51
four hands in clay – 105, p. 40 killer – 130, p. 56
freeze – 106, p. 41 mr & mrs smith – 149, p. 71
gibberish selling – 108, p. 42 nature walk – 155, p. 76
handicapped breakfast – 112, p. 44 opposite cultures – 162, p. 82
keep 5 – 129, p. 55 read acting – 182, p. 100
letters to governments – 134, p. 59 star tourist – 201, p. 113
lunch treasure hunt – 139, p. 62 storytelling – 203, p. 115
magnetic fields – 141, p. 64 theatre sports – 215, p. 124
make a shape – 142, p. 65 washing an elephant – 221, p. 130
making a machine – 143, p. 66 what do i do for a living? – 223, p. 132
message game – 146, p. 69 Fundraising
neighbour game – 156, p. 77 car boot sale – 60, p. 19
non-verbal circle/line – 159, p. 79 cisv dinner – 72, p. 23
non-verbal interviews – 160, p. 80 Ice breaking
pastcampers meeting – 167, p. 86 alphabet – 6, p. 2
peace birds from nature – 168, p. 87 animals – 1, p. 1
peace book – 169, p. 88 changes – 66, p. 21
picturama – 175, p. 93 circles – 71, p. 23
plane crash – 176, p. 94 drop the blanket – 4, p. 1
silent interview – 195, p. 110 expectations – 91, p. 33
sock game – 197, p. 111 first impression – 102, p. 39
t-game – 207, p. 118 give and get – 11, p. 3
the aardvark – 211, p. 122 have you ever? – 8, p. 2
the lifeboat – 212, p. 122 hello – 3, p. 1
touchie feelie – 217, p. 128 honey, if you love me, smile – 114, p. 44
who’s the leader – 226, p. 135 how do you do? – 9, p. 2
world game – 228, p. 136 international meeting – 119, p. 47
wuzferdinner – 231, p. 140 interview – 121, p. 49
Discussion it’s obvious – 126, p. 53
blind trust – 55, p. 17 marriage – 144, p. 66
contrasts – 76, p. 24 mirror sound – 148, p. 70
fantasy trip – 98, p. 36 name and action – 7, p. 2

318
 Index by category

name and baton – 2, p. 1 comparing rights documents – 299, p. 295

name six – 13, p. 4 conflict consequences – 239, p. 171
name six – 154, p. 75 cookies and conflicts – 235, p. 149
name trains – 10, p. 3 creating a human rights community – 292,
number tag – 161, p. 81 p. 281
passing the mask – 165, p. 84 did you ever see a horse jog? – 258, p. 258
personal bingo – 15, p. 4 draw it right – 246, p. 213
questions – 5, p. 2 earth’s treasure chest – 259, p. 258
shoe factory – 14, p. 4 ecological poster – 260, p. 259
shoe game – 194, p. 109 find a tree – 261, p. 259
talk-quiet – 208, p. 119 flowering – 262, p. 259
the shoe game – 12, p. 3 gender matters – 248, p. 230
Name games getting to know the activists among us –
jump in – 128, p. 55 290, p. 278
long name game – 138, p. 62 giving human rights a human face – 296,
name bingo – 153, p. 74 p. 289
newpaper game – 157, p. 78 go fish – 241, p. 183
passing the object – 166, p. 85 good earth’s deeds – 263, p. 260
perestroika game – 173, p. 91 habitat lap sit – 264, p. 260
rhythm – 186, p. 105 hands-on drawings – 265, p. 260
shoe game – 194, p. 109 helping hands for mother earth – 266, p.
switcheroo – 206, p. 117 261
train game – 218, p. 128 history and human rights – 294, p. 285
Other human beings / human rights – 284, p. 270
a chinese evening – 48, p. 12 human rights tree – 240, p. 178
blind trust – 55, p. 17 human rights around the world – 298, p.
cisv peace forest – 73, p. 23 292
fantasy trip – 98, p. 36 human rights in the news – 301, p. 298
interviewing the world – 123, p. 50 human rights squares – 303, p. 301
interview – 122, p. 49 human rights tree – 285, p. 272
introducing new countries – 124, p. 51 invent-a-game – 267, p. 261
mini world camp – 147, p. 69 labels – 233, p. 141
name six – 154, p. 75 leaf hunt relay – 268, p. 262
opposite cultures – 162, p. 82 literature and human rights – 295, p. 287
ordinary people – 164, p. 83 making drama out of conflict – 236, p. 156
photo album – 174, p. 92 mango alias – 245, p. 209
radio tunning – 181, p. 99 mapping human rights – 300, p. 297
religious differences – 185, p. 103 message in a bottle – 269, p. 262
safing life – 191, p. 108 musing on music – 270, p. 262
time capsule – 216, p. 127 natural art – 271, p. 263
united nations day (24th october) – 220, p. nature rubbing – 272, p. 263
130 needs and wants – 286, p. 273
Outdoor noah’s ark – 274, p. 265
cisv peace forest – 73, p. 23 on a tight rope – 249, p. 235
Peace education our values – 251, p. 246
a new planet – 302, p. 299 pass your feelings – 237, p. 160
action reaction – 247, p. 218 plant personification – 275, p. 265
amazing waste – 253, p. 255 reality and hope – 276, p. 265
art gallery – 254, p. 256 recycling scavenger hunt – 277, p. 266
beating bullying – 238, p. 164 rights in play – 234, p. 145
blind millipede trust game – 255, p. 257 sand art – 278, p. 266
circle drawing – 256, p. 257 sow a seed, plant a tree – 280, p. 267
collecting garbage – 257, p. 257

319
 Index by category

stories of students who took action – 291, survival of the fittest – 205, p. 116
p. 279 television market reserach – 210, p. 120
strategizing for action – 289, p. 277 web of life – 222, p. 131
the nicest place in the world – 273, p. 263 world game – 228, p. 136
the power of the pen – 288, p. 275 Social activities
the sense of sight – 279, p. 267 a chinese evening – 48, p. 12
the end of the world – 242, p. 188 chocolate eating – 70, p. 22
the love web – 252, p. 251 clothes pins – 75, p. 24
the mango workshop – 244, p. 202 foot rally – 104, p. 39
the power of petitions – 287, p. 274 international meeting – 119, p. 47
up, down, and all around – 281, p. 268 sandwich making for the homeless – 192,
wall-to-wall graffiti – 250, p. 241 p. 109
web of life – 282, p. 269 star spinning – 200, p. 113
wildlife in symbols – 283, p. 269 theatre sports – 215, p. 124
windows and mirrors – 297, p. 290 Trust games
world trade – 243, p. 193 blind trust – 55, p. 17
the environment and human rights – 293, falling circle – 93, p. 33
p. 283 four hands in clay – 105, p. 40
Quiz games human camera – 117, p. 46
chaos – 67, p. 21 lead and follow – 133, p. 58
cisv trivial pursuit – 74, p. 24 submarine – 204, p. 116
family feud – 95, p. 34 the twinkling star – 214, p. 124
fingers up – 101, p. 38 Warm-up
follow the leader – 103, p. 39 alphabet – 6, p. 2
great – 110, p. 43 animals – 1, p. 1
memory – 145, p. 68 balloon soccer – 24, p. 6
multicultural scavenger hunt – 150, p. 71 basket ball variations – 28, p. 7
touchie feelie – 217, p. 128 blindfold – 46, p. 12
trans ’country’ railways – 219, p. 129 bump – 18, p. 5
whistle game – 224, p. 134 capture the flag – 30, p. 8
Role games cemetery – 21, p. 6
television market reserach – 210, p. 120 chair soccer – 25, p. 6
Simulation coocoo’s clock – 77, p. 25
balloon in flight – 53, p. 15 couples – 80, p. 27
culture game – 82, p. 27 dragon’s tail – 16, p. 4
earthling game – 88, p. 30 drop the blanket – 4, p. 1
family life – 96, p. 35 elephants and giraffes – 90, p. 32
handicap day – 111, p. 43 give and get – 11, p. 3
handicapped breakfast – 112, p. 44 group juggling – 35, p. 9
housing – 116, p. 45 have you ever? – 8, p. 2
job and occupation – 127, p. 53 hello – 3, p. 1
lapping it up – 132, p. 56 hospital – 20, p. 5
lifestyles – 136, p. 61 how do you do? – 9, p. 2
lunch treasure hunt – 139, p. 62 human knot – 118, p. 46
neighbour game – 156, p. 77 international meeting – 119, p. 47
opposite/upsidedown day – 163, p. 82 line up – 137, p. 61
peace war peace – 171, p. 89 make a shape – 142, p. 65
pyramid of life – 180, p. 97 minky minky banana – 47, p. 12
refugee game – 184, p. 101 name and action – 7, p. 2
rich and poor lite – 188, p. 107 name and baton – 2, p. 1
rich and poor – 187, p. 105 name six – 13, p. 4
rich/poor snack – 189, p. 107 name trains – 10, p. 3
star power – 199, p. 112 number soccer/hokey – 26, p. 7

320
 Index by category

octopus – 17, p. 5
paper, scissors, run – 40, p. 10
perestroika game – 173, p. 91
personal bingo – 15, p. 4
pile up – 36, p. 9
play ball – 177, p. 96
pop it – 32, p. 8
prui – 179, p. 97
questions – 5, p. 2
recognizing voices – 183, p. 100
rhythm – 186, p. 105
rob the nest – 43, p. 11
romeo & juliet – 41, p. 11
sardines – 39, p. 10
scarecrow tiggy – 22, p. 6
shipwreck – 29, p. 7
shoe factory – 14, p. 4
sitting circle – 196, p. 110
snow blind – 34, p. 9
soccer variations – 23, p. 6
spare seats – 45, p. 11
statues – 19, p. 5
story time – 42, p. 11
streets and alleys – 27, p. 7
swat – 33, p. 8
talk-quiet – 208, p. 119
the elephant game – 38, p. 10
the shoe game – 12, p. 3
traffic lights – 44, p. 11
triangle tag – 31, p. 8
who’s the leader – 226, p. 135
winks – 37, p. 10
yes – 232, p. 140

321