Draw the Line
Students are split into small groups, typically of five to six, and allocated randomly to one of four families. Each family competes in a series of challenges to earn points which are then exchanged to provide the best possible standard of living for their family. The points earn different levels of access to housing, water, education and food. After the challenges are completed and the points exchanged it is revealed that the game was rigged. For some families, it was much, much easier to gain access to the highest level of resources, whilst for others, it was impossible to get anything better than the lowest level of resources. This is designed to trigger an emotional reaction to unfairness. Students are then asked to ‘Draw the Line’ what they consider should be the minimum level of access to these resources are for all human beings. The activity is further debriefed to take it from the hypothetical ‘game’ version to the reality of the current unequal distribution of resources, opportunities and rights with communities, countries and around the world.
A Fair Divide
Students test what fairness is by choosing the fairest way to split $1000 between two people. Students are given a number of scenarios with limited information about two people, one red and one green, and then debate whether they would give all the money to red, most of the money to red, split it evenly between red and green, most of the money to green, or all of the money to green. This is used to introduce equality, equity and liberation as different responses to inequality.
Charity or Justice
Students are introduced to the ‘Problem Tree’ as a useful tool to help them better understand and respond to injustice. The trunk of the tree is the social issue or problem, the roots of the tree are the causes, and the branches are the symptoms of the problem. Students then distinguish between the solutions that are more charity-focused, typically treating short term effects and those which are more justice-focused, typically treating the long-term causes.
Using the metaphor of a seesaw, which can be tipped one way or another, students are introduced to the different roles that they can play in bringing about positive social change. Students identity an injustice that is important to them and work with like-minded students to plan out ways in which they can respond to that injustice. This can produce great artefacts that can be left behind with the school as a starting point for Videos for Change or a social action project.
I Resolve To
Participants reflect on what they have learnt and make a commitment for future action. Individually, they complete an appreciative inquiry reflection using a traffic light concept whereby they record an action they will continue doing (orange), an action they need to stop (red) and an action they will begin to do (green) so that in time it becomes a new green. Each participant is given an “I Resolve To…” card, to record their commitment. Participants are encouraged to share their I Resolve To with another person and to hold each other accountable. They take the cards away with them and are encouraged to keep them somewhere they can see daily so that it acts as a further incentive for them to take action.