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Home Explore Play Forward Booklet | On Social Inclusion, Sports & Human Rights [2017]

Play Forward Booklet | On Social Inclusion, Sports & Human Rights [2017]

Published by Active Rainbow, 2018-02-21 06:14:03

Description: Play Forward Booklet on social inclusion, sports and human rights is one of the main educational tools developed through the Play Forward Project.

The Booklet includes the 16 brand new educational tools, sport and human rights activities that were created and exchanged among participants during the APV and the Exchange.

Play Forward addressed the need for inclusive opportunities for all young people without discrimination through sport, physical and outdoor activities. It aimed to promote social inclusion and human rights among young people while stimulating their active citizenship through sport.

Partners: Associazone Vagamondo (Italy), Bulgarian Sports Development Association (Bulgaria), Asociace Dice (Czech Republic), Asociación Atlas Gran Canaria (Spain), Jaunatne Smaiden/Youth for Smile (Latvia)

The Project took place at Olde Vechte Foundation, in Ommen, the Netherlands and was funded by Erasmusplus Jeugd.

Keywords: booklet,socialinclusion,humanrights,erasmus,erasmusplus,result,dissemination,tools,activities,sports,education,nonformaleducation,workshops,testimonials,intercultural,europe


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booklet onSocial inclusion, Sports and Human Rights

Olde Vechte Foundation – Training center for non formal learningAdress: Zeesserweg 12, 7731 BG, Ommen, the NetherlandsPhone: +31 529 451 963E-mail: [email protected]: (foundation) (accommodation)Facebook: Olde Vechte Foundation © 2017 Olde Vechte Foundation Coordinator, Editor: Cathy (Aikaterini) Manousaki Design, Writer and Editor: Vojtech Žák Writers, Creators of Workshops and Testimonials: Participants of Play ForwardAll portions of this booklet may be reproduced for use in non-formal education, providedacknowledgement of the source and notification of such use is given to Olde Vechte Foundation.This publication was written as a follow-up result of the Play Forward project.All content is the intellectual property of Play Forward project, unless otherwise noted herein.This publication has been produced with the financial support of the European Union, underthe Erasmus+ programme. The opinions expressed in this publication are those of theauthors and do not represent the opinions or positions of the funders of this project.The European Commission support for the production of this publication does not constitute anendorsement of the contents which reflects the views only of the authors, and the Commissioncannot be held responsible for any use which may be made of the information contained therein. 2

ContentContent About Play Forward..................................................................6 Objectives of the project.......................................10 About human rights...................................................12 About sports..................................................................22 About sports and human rights......................24How we played forward......................................................28 Workshops ......................................................................30 Videos.................................................................................76 Testimonials....................................................................78About organizations................................................................80 Erasmus+ programme...........................................87 3

Quote All sports must be treated on the basis of equality. Pierre de Coubertin founder of modern olympic games 4


Play Forward is a Project with a mission to promotesocial inclusion, human rights and sports.The project was financed by the Dutch National Agency ofErasmus+ programme called Erasmusplus Jeugd andorganized by Olde Vechte Foundation.The “Play Forward Booklet” is one of the main tools developedthrough the project. It is an educational tool, which documentsthe methodology, the new informal educational tools, actions andexperiences of the young people involved in its main activities.It captures the lessons learned and good practices forengaging young people in the promotion of human rightsand social inclusion.It promotes youth initiatives, personal awareness, non-formaleducation and Erasmus+ programme.The whole publication reflects on the benefits and outcomesof non-formal education, in which learning is happening bydoing and by experiencing.The publication is addressed to a wide range of people.It is intended for: • young people (16-30 years old), • youth workers, • social workers • and organizations which work with topics of human rights, social inclusion and sports.It is accessible to be further spread by organizations,educations and anyone who is interested in the topics andtools addressed. 6

About bookletProject consisted of 3 main activities: • APV(Advanced Planning Visit), • Youth Exchange • and Follow-Up Activities in the partner countriesThe project was endorsed by 6 partner organizations comingfrom Latvia, Spain, Italy, Czech Republic and Bulgaria. 7

Advanced Planning Visit (APV)29th – 30th of April 2017The meeting gathered together 1 team leader and 1 participant per eachpartner country, who spent 2 days, exchanging and learning from eachother, knowledge and skills on informal education about human rights andsports. It was a preparation meeting for the Exchange.Youth Exchange (YE)21st – 30th of August 2017It was the main activity of the project. It brought together 30 young people,aged between 18 - 30 years old, who were learning, growing and creatingtogether their own experience for 10 dynamic working days.During the Exchange participants developed their own informal educationaltools, which are workshops and are part of the toolkit of this publication.They also developed a series of workshops, games and activities promotinghuman rights, sports and social inclusion which is described in this document. 8

Follow up About the ActivituiesOne of the main aims of the project, was the organization ofactivities in the local communities of participants.During the follow-up period, participants organized and facilitateda wide range of activities in their communities, promoting activelythe project, social inclusion, human rights, sports and non-formallearning. 9

To empower participants through their ownlearning process and increase their activeparticipation in local communities.To exchange about Human Rights and theHuman Rights situation in each partnercountry (challenges, issues, positive actions,etc.)To Exchange on good practices of sport /physical / outdoor activities 10

To organize and implement in local Objectives of the project communities sport activities after the Exchange. To exchange tools on how to organize an activity in their local community (sport or other activities, such as workshops).To empower participants in organizing sport activities or creating other nonformal educational tools about Human Rights 11

Concepts of dignity, liberty, equality, and brotherhoodArticle Freedom and equality All human beings are born free and equal in dignity and 1 rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.Article Human rights for all people Everyone is entitled to all the rights and freedoms set forth 2 in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Individual rightsArticle Life, liberty and security Everyone has the right to life, liberty and security of person. 3Article No slavery No one shall be held in slavery or servitude; slavery and the 4 slave trade shall be prohibited in all their forms.Article No torture No one shall be subjected to torture or to cruel, inhuman or 5 degrading treatment or punishment. 12

Human rights are moral principles or norms that Human rightsdescribe certain standards of human behaviour, andare regularly protected as legal rights in municipaland international law. They are commonly under-stood as inalienable fundamental rights “to which aperson is inherently entitled simply because she orhe is a human being”. (Sepúlveda, et al. 2004)The Universal Declaration of Human Rights wasproclaimed and adopted by United Nations GeneralAssembly in 1948. Today, it is signed by all 192member states of UN and by 3 non/membersregions as well. Human rights for all people No slavery Freedomand equality 13

Article Legal rights 6 Legal recognition Everyone has the right to recognition everywhere asArticle a person before the law. 7 Legal equality All are equal before the law and are entitled without anyArticle discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this 8 Declaration and against any incitement to such discrimination.Article Legal assistance Everyone has the right to an effective remedy by the 9 competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.Article No unlawful detainment 10 No one shall be subjected to arbitrary arrest, detention or exile. Fair and public trial 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. 14

Article Innocent until proven guilty (1) Everyone charged with a penal offence has the right to be 11 presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessaryArticle for his defence. (2) No one shall be held guilty of any penal offence on 12 account of any act or omission which did not constitute a penal offence, 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 offence was committed. Individual rights towards community Privacy No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.Article Domestic and international mobility (1) Everyone has the right to freedom of movement and 13 residence within the borders of each State. (2) Everyone has the right to leave any country, including his TIme FOrown, and to return to his country. TrAVel SECURITY Privacy Domestic and international mobility 15

Article Asylum (1) Everyone has the right to seek and to enjoy in other 14 countries asylum from persecution. (2) This right may not be invoked in the case of prosecutionsArticle genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations. 15 Right to have nationalityArticle (1) Everyone has the right to a nationality. (2) No one shall be arbitrarily deprived of his nationality nor 16 denied the right to change his nationality.Article Marriage and family equality (1) Men and women of full age, without any limitation due to 17 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. Marriage and family equality Personal property (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. 16

Constitutional libertiesArticle Freedom of religion Everyone has the right to freedom of thought, conscience and 18 religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with othersArticle and in public or private, to manifest his religion or belief in teaching, practice, worship and observance. 19 Freedom of expressionArticle Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interfer- 20 ence and to seek, receive and impart information and ideas through any media and regardless of frontiers. Peaceful assembly (1) Everyone has the right to freedom of peaceful assembly and association. (2) No one may be compelled to belong to an association. WORLD PRESS Freedom of religionFreedFoRmEEoDfOeMxDpArYession 17

Article Democratic participation (1) Everyone has the right to take part in the government of 21 his country, directly or through freely chosen representatives. (2) Everyone has the right to 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. Individual’s economic, social and cultural rightsArticle Social security Everyone, as a member of society, has the right to social 22 security and is entitled to realization, through national effort and international cooperation and in accordance with theArticle organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the 23 free development of his personality. Fair employment and right to unionize (1) Everyone has the right to work, to free choice of employment, to just and favourable 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 favourable 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. 18

Article Rest and relaxation Everyone has the right to rest and leisure, including reasonable 24 limitation of working hours and periodic holidays with pay.Article Health, wellbeing and security (1) Everyone has the right to a standard of living adequate for 25 the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary socialArticle services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of liveli- 26 hood in circumstances beyond his control. (2) Motherhood and childhood are entitled to special care andArticle assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection. 27 Education (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 education 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 strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance 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. Culture and community (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. 19

Article General ways of usign these rights 28 Communal responsibilityArticle Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can 29 be fully realized.Article Social and international order (1) Everyone has duties to the community in which alone the 30 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. These rights are indisputable 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. Rest and relaxation

HAPPYGRANDPARENTS DAY! Social security Democratic participation INTERNATIONAL Kids StudyingDAY OF CHARITY arts Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nam facilisis aliquet.Life, liberty Culture andand security community Asylum TRAVELER’S ELEMENTS PASSPORT COUNTRY N WE Personal propertyFROMLONDON S TO MADRID 21

Sport speaks to people in a language they can understand. Nelson Mandela president of South Africa 22

About sportsSport transcends boundaries and provides opportunities for allhuman beings regardless of race, colour, religion, age, physicalability, circumstance or economic background, to connect witheach other and the world around them. Sporting programs canbe one-to-one, held in a group, structured with rules and setoutcomes or take on a freestyle approach. 23

BulgariaMost famous sportAccessibility of sports Not equal. Apart fromHuman Rights Sofia,in country the facilities are very old. Bulgaria is open country. Many refugees are coming, which is creating a bit tension.Education about Educational system issports and human outdated. Most of therights youth is practicing sport daily. Human rights aren´t taught much. 24

Czech Republic Italy Human rights and sports in partner´s countriesUnequality created by Sports are accessibleexpensive equipment. Violation of immigrants´sNeed to work on prison human rightsservice. Problem withadoption for homosexual Combined P.E. classes forcouples. 10 % of Czechs males and females allowsare in bailiff action. good education.Gypsies and immigrantsare the most endangeredgroups.Many gaps in sport andhuman rights education.They are approached innon-attractive way. Hu-man Rights education iscurrently discussed moreoften. 25

LatviaMost famous sportAccessibility of Not equal access (a lot ofsports people live in a countryside and their are missing facilities for sports)Human Rights Human Rights are wellin country defended, apart bullying inEducation about schools.sports and human Bad sport educationalrights system. No lessons about Human Rights. 26

Spain NetherlandsFootball is everywhere. Sport is accesible if you haveIt is very hard to get to money. Maybe 25 % of pop-other sports. ulation cannot afford it. Even thought the state offers aEconomical crisis, support in such a situation, itpoverty. Fight for the is very unpleasent process.freedom of speech. From justice point of view,Cross subject (taught there are kept very well.partly in differentsubjects). The ethic is taught in class and there is also a special subject about social questions (politics, gay rights, etc.). The p.m. is twice per week. 27

Non-formal learning has a facilitator and clean intention.Nevertherless, it is using alternative methods like learningpeer-to-peer, games, workshops, learning by doing. It isexperienced based. There is no specific outcome to whicheducator is heading. Key element is to create a situationwhich supports the learning of individual.Sports - Gamesas the main tools to support participants in their devel-opment and experience teamwork, cooperation, socialinclusion and make connections with their lifeHuman Rights Educationin order to acquire an understanding and knowledgeabout the fundamental Human Rights 28

Research-Discussions-Presentations MethodsWe were defining and comparing the situationconsidering human rights and sports in partici-pating countries.Personal development toolsin order to support the young people to be-come self-aware and develop in a way thatworks for them and the people around them.Media tools (photography and video)in order to promote the message of equalityand human rights in all levels.Arts, body-movement and self-expressionin order for the participants to be able to ex-press themselves, the issues they are meetingand the solutions they need to find.Mentoring and guidingin order to support the development of theyoung people and to empower them to createthe life they want to live.Reflection groupsin order for reflection on learning process andacquire support from the peers.Intercultural learningworking with diverse groups from different cul-tures and nationalities. 29

Show me the universeof educationGame based on pantonime. Allows you to discuss the stateof education (or similar topic like family, safety, etc.) in yourcountry through interactive and amusing form.Method pantonimePeople 6 - 40Place anywhere (better inside)Duration cca 1 hour (according the size of group)Materials none (participants can improvise and use anything they have)Preparation 5 minutes Create alphabetic list of participating countries and show it on a flipchart in order to avoid misunderstandings.Instruction• Divide groups in national teams.• Every group has 10 minutes to prepare a pantonime describing education in their country.• Group can use any kind of material.• Each presentation must last 1-2 minutes.• After each presentation the following team on the list will guess what was the pantomime about. 30

WorkshopsQuestions for reflection 1. Which aspect of education did you decide to show? Why? 2. Which aspect/s of other groups do you think would enrich the education of your country? 3. In which ways did you feel identified with other countries? 31

OLÉ!Inclusive activity allowing you to create a dance choreographytogether as a group in a single and funny form accesible tonon-dancers as well.Method body movementPeople 10 - 40Place anywhere (better outside)Duration cca 30 minMaterials thematic decoration (use paper, etc.)Preparation cca 30 min choose music choose video create pairs of paper objects structure the debriefing questionsInstruction• Show a video with an example of dance steps (e.g.).• Separate the group in two and give each of them an object randomly (later they will need it).• Ask all the participants to make a circle.• Ask first person to invent a dance step.• Ask the following one to repeat the previous step and invent a new one. Continue like this until the last person in the circle repeat all steps. 32

• Ask the group to divide in couples according the object that they received before the start. • Play music. Ask everyone to dance and enjoy.Questions for reflection 1. What do you think this activity was about? 2. Did you feel differently involved in dancing in circle and in couples? 3. Did you feel that the partner in your couple was helping you to create the choreography? 33

Human QuidditchCooperative game inspired by Harry Potter books aboutbeing in different roles with the same objective.Method sport gamePeople 14 - 30Place sport field (preferable outdoors)Duration 10 min preparation 10/15 min explanmation 10/15 min for gameMaterials dodgeball field (or ropes to limit the area) ropes (2 long, 2 shorts) 1 normal ball, many litle soft balls 2/3 frisbees 6 tires 4 broomsPreparation cca 30 min At both ends of field is a rope with 3 circles (tires) who serves as a goals, approximately in 2 m height. Prepare a goalkeeper area - half circle before the goal where players cannot enter.InstructionTask: Score a goal by passing the ball through goal.Points: The team is getting a point per team-player who pass the ball without interruption. 34

If the ball is passed among all players (without goalkeeper, beater and seeker), points double.Rules • Player with a ball cannot move. • If player pass a ball, has to shout number of passess (first shouts “one”, second shouts “two”, etc.) • Ball cannot be passed to the player who passed it before. • If ball touches the ground, it goes automatically to the second team. Game starts at the place where the ball fell. Counting of passess starts from the beginning.• It is forbidden to touch the opponent.Basic roles Player is passing the ball. Cannot step into goalkeeper area. Goalkeeper can move freely. The person has a broom which the person can use for defending the goals. Broom can be used only against the ball, never against the players.Extra roles Beaters stay outside the field. They throw soft balls (crooks) at players who have the ball. If a player is hit while holding the ball, the person has to drop the ball. Seeker has a broom between legs. Seeker’s goal is to capture a frisbee (Golden Snitch) passed around by organizers while it´s fyling. When the Golden Snitch is caught, game ends (no extra points for it). 35

Team 1 goalkeeper 1 seeker players and beaters are divided according to team strategyRole of organizers • referee • pass the soft balls (cookers) out of the field (to the beaters who are moving freely outside of the field) • pass the frisbee (Golden Snitch) 36

Questions for reflection 1. Did you feel included? 2. What did you do to include others? 3. Which role was the most interesting for you. 37

Alive ChessGame based on movements and strategy, combiningdodgeball game and chess.Method sport gamePeople 20+Place sport field (preferable indoors)Duration cca 20 min per matchMaterials dodgeball field 4 tires ballsPreparation cca 10 minInstructionMain rules are the same like in a dodgeball: the players aretrying to eliminate opponents by targetting/hiting them withthe ball. But they also take the roles: Queen/King: 1 per team. If it is hit, game ends. Bishop: 2 per team. They cannot die, but they cannot hit the opponent as well, neither pass the ball to towers. Their role is to protect the Queen/King. Tower: 1/2 per team; placed in opponents field in a circle (rope, tire). They can´t move out of it. They can´t “die”. Horse: 1/2 per team. They have to jump on 1 leg (can switch as they need). They have 2 lives.If a player is hit, the player is going to sit on a bench. 38

If someone from their team catches the ball, one person fromthe bench is ressurected (in order as they “died”). The onewho threw the ball “dies”.Questions for reflection 1. Did you feel included? 2. What did you do to include others? 3. Which role was the most interesting for you. 39

Orientation OlympicGame combining several activities in order to promote sport,cooperation and team work with inclusion of all team-members in order to have fun through sport and competitionwithout winning. Winner is everybody.Method gamePeople 4 - 6 people per groupPlace outsideDuration 45 - 60 minMaterials 6 water balloons per group 5 eggs per group 4 balls 8 papers 4 pens 4 sticks 40

Preparation cca 30 min Chooce the spotsPrepare 4 papers with tasks for every spot 1. task: create the most long line possible from theclothes you have at yourself. 2. task: find a person who lives in the Netherlands and make an action or interview them. 3. task: turn around a stick 10 times and run after the ball and then back. 4. task: make a pyramid from the team-members. One of the team-members is standing cca 5 m from the pyramid and throwing egss and water bal lons. Pyramid is trying to catch as many of them as possible.Put one organizator on every spot and let them to preparethe spots. 41


Instruction • Create teams • Explain that this competition is about playing, not winning. • Pass them paper with a first task. • When the task is over, send them to the next station.Notes for organisators Before starting the last assigment, wait for all teams to arrive.Questions for reflection 1. How did you feel in your team? 2. Which part did you enjoyed the most? 3. Did you try to compete? 43

Roleplay in the CityExperimental learning bringing deeper understanding aboutrelationships between people. Discover how others react onpeople who need help.Method experiment, roleplayPeople 4 people per groupPlace outside in the cityDuration 45 - 60 minMaterials clothesPreparation 15 min for preparation of schemaInstruction • Create teams of 4 people. • Two players will play people in needs of money - one of them will play a poor (choose a crazy costume made from anything you can find), second is dressed in typical clothes. The other two will be observers. • Go to the city and ask people: “Hello, I lost my wallet, can you help me?” a) If they are willing to give you money, reveal your role and explain the project. b) If they refuse, ask why. Keep asking as long as you feel like it. Then reveal the project. 44

• The rest of the group are just observers who can reveal themselves and support with explaining. • In the end the players need to explain, that it is a project and it was just a game. • Be back in 30 minutes.Questions for reflection 1. How did you feel asking people? 2. Did somebody help you? 3. What did you observe in the behavior of people? 45

DutchballGame using inclusion, diversity and sport as a tool to promotehuman rights.Method sport gamePeople 20 - 30 peoplePlace dodgeball field, indoor, outdoorDuration 45 minMaterials 2 soft balls ropes to create field (if necesarry) whistlePreparation time to prepare fieldInstruction Game Rules: • 2 teams • Field divided in 4 areas : Team A field, Team B field, Team A cemetery, Team B cemetery. • Team will win when sending all other team’s member to the cementery. • Player is out if: - They throw a ball that is caught by the other team. - they get hit by a ball thrown by the other team. (If the ball does bounce off an opposing player and is then caught the thrower will then be out. This is true even 46


if a different player catches the ball. However if the ball bounces off another ball, the ball is “dead”. ). Players may use the ball to block; however, if the ball is knocked out of their hand while blocking, they will be out. - They hit another player above the shoulders. - They cross the center line. • Player is not out if: - Their ball is caught off the wall or ceiling. - They get hit below the shoulders. • You can go out from the cemetery by hitting a member of the other team. Activity: • Play Dodgeball for 10 minutes. After this time, ask both teams to go back to their field and close their eyes. • Post on them labels about race, color, sex, language or country, religion, political opinion, social origin, property... as mentioned on the article 2 of the UDHR. • Continue with the game. Game should not be affected by these changes.Questions for reflection 1. What happened when labels were post on you? 2. How did labels affect you? 3. How could you relate this with society and sports?Show the article 2 of UDHR and discuss it 48


Floor is LavaExploring different ways of communication beyond language.Method gamePeople 6+ poeplePlace indoor, outdoorDuration 45 minMaterials 2 ropes papers (according players) whistlePreparation time to prepare fieldInstruction • Team has to cross the river of lava (field). If they touch the lava, they loose the body part. They can only step on stones (papers). They have 2 less stones than players. • No talking allowed. In the middle of the game, change the rule: they can talk only in their mother tongue but no body language. • Stones cannot be moved once they are placed on the river. • Stones disappear if no one is stepping on them. • Time to cross the river of lava is 20 minutes. 50

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