This activity is a simulation about discrimination, access to resources and the meaning of dignity. People work in small groups to produce collages.

I guess this is just the way life is; we have to get on with it.
 

Issues addressed

• Discrimination
• Equality in dignity and rights

Aims

• To simulate experiencing discrimination
• To reflect on the relationship between inequality and discrimination
• To foster empathy with marginalised groups

Preparation / Materials

• 4 boxes (carton, wood or opaque plastic) to put the materials for each group into
• Large sheets of paper; 4 illustrated magazines; 4 pairs of scissors
• 3 packs of coloured felt-tip pens; pencils; 3 tubes of glue
• 1 reel of painters masking tape;
• Other bits and pieces, for instance, string, yarn, buttons, paper clips, twigs, leaves, cotton wool
• Paper and pen for the observers
• A clock or watch
• Each group should have access to one mobile phone
• Possibly cards with Article 1 of the UDHR written out (see tips for the facilitators)
• Make an instruction card for each of the groups.
  • For group 1, in a language common to the group: Your group is to make a drawing (or collage) representing the first article of the Universal Declaration of Human Rights. You should make is as beautiful and representative as possible of the spirit of that article. You have 15 minutes to do it.
  • For groups 2 and 3, this text should be in another language.
  • For group 4, the text should be in another language and with the added instruction that they must not talk to each other.

Instructions

1. Prepare the materials and an instruction card for each group so that group 1 has the most and best materials, groups 2 and 3 have good and sufficient materials and group 4 has a minimum of equipment, for instance they have no glue, only tape and no scissors. Put the materials for each group in a box with a lid, so that no-one sees what each group gets.
2. Divide the players into four groups and ask each group to sit in a corner of the room where they can work together quietly on their own.
3. Ask each group to nominate one person to be an observer to note down what the members of the group do or say.
4. Distribute the boxes of materials, and then give a signal for them to start work.
5. Be available to answer questions relating to what the groups have to do.
6. After 15 minutes, stop the activity and ask the groups to stick their work onto the wall.
7. Ask participants to vote on the picture they think is best.

Debriefing and evaluation

Start with a round from those who played. Ask each group in turn:

• Did you enjoy the activity? Why? Why not?
• Did you succeed in completing the task to your satisfaction? Why? Why not?
   

Follow with a round from the observers. Ask them to report briefly on:

• What materials their group had to work with
• How the members reacted to the instructions and then designed and worked on their poster.
   

Continue with a general discussion:

• Which picture got the most votes? Why?
• What does being “born equal in dignity” mean?
• What does being born with equal rights mean? Right to what?
• Why is human dignity so important when it comes to human rights?
• What happens when people are divided and given a value based on characteristics such as race, class, gender, religion, and so on?
• What do people need to have to be able to live in dignity?
• What parallels are there between this activity and the inequalities in your society?
• In Europe as a whole, is it possible to generalise about who is in groups 1, 2 and 3 and who is in group 4? Is it the same in your country?
• What are the roots of these differences in your society? And what are the consequences?
• Racism and hatred for “the other” is on the rise all over Europe. Can you give examples that show how fundamentally important it is to respect each individual’s dignity?
• What does treating others with dignity mean to you in your daily life?
• How could you put your principles into practice?

Tips for the facilitators

Use google translate to make the instruction cards for groups 2, 3 and 4. You could consider using minority languages such as Basque, Esperanto, Scots Gælic, Kurdish, Romany or Yiddish.

Depending on the group and if they are unfamiliar with Article 1, you may want to prepare cards with the text. If you do, consider whether to use the same languages as you used for the instruction cards. The United Nations Office of the High Commissioner for Human Rights has the UDHR available in 523 languages.

If you are working with just a few people, adapt the game and create two sub-groups, the first with more resources and clearer instructions.

When the discussion comes to thinking about inequality at a local level, encourage participants to consider groups such as the elderly, disabled and unemployed. How hard is it for them to maintain a life with dignity?

Be aware that this activity may generate strong reactions from the members of group 4 because of the frustration of not understanding the instructions and still being blamed for it. Therefore, we suggest the following:

• Make sure that the groups are formed randomly to avoid anybody in group 4 from feeling victimised.
• Before starting the evaluation, it is essential to make clear that this was a simulation and that we must now come out of our roles.
• It is important to leave time during the evaluation for everyone to express their feelings before going on to analyse what happened. If you don’t allow for this, the feelings might come out later on, and useful evaluation may be difficult.

When identifying people in real life in group 4, especially at the local level, encourage the participants to think “out of the box”. For instance, older people are less likely to be computer literate and thus face barriers filling in forms, making benefit claims and banking.

Variations

If you want to make it more challenging or you don't have the materials, you can ask the groups to perform a short sketch. This is more stressful for group 4, who will be worried about having to perform and not look foolish.

If you want to draw attention to the inequalities disabled people face, then you could adapt the method by, for instance, tying participants’ hands together, whispering the instructions very quietly to group 4, or making the room dark and getting participants to wear sunglasses. One group could have table and chairs, while another has to sit on the floor. Be creative in how you adapt the activity to meet the needs of the group and the context of the training.

Suggestions for follow-up

Take action: Two of the inequalities that are likely to emerge in this activity are language and education. Perhaps you could suggest that they volunteer in a local “homework cafe”, after-school club or a drop-in centre for immigrants?

Move on to another activity: You may like to take a look at ‘Euro-rail’, and explore issues about being confronted with our stereotypes, and prejudices about other passengers as we travel by train or bus.

Background information

Article 1 of the UDHR:

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.

Human dignity is important when it comes to human rights because human dignity justifies human rights. When people are divided and given a value based on characteristics such as class, gender, religion, and so on, it creates unequal societies where discrimination runs rampant. People assigned a higher value get preferential treatment. Anyone who doesn’t fit into the privileged category is abandoned or oppressed. We’ve seen what happens in places where human dignity isn’t seen as inherent and human rights aren’t universal. While the privileged few in these societies flourish, society as a whole suffers significantly. Inevitably, violence erupts. If a new group takes power and also fails to recognise human dignity, the cycle of destruction continues, only with different participants. (www.humanrightscareers.com)