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#3: Step Forward
i t i v i t c A
2
Concept:
Students learn about advantages and disadvantages to being born and raised in different parts of the world.
Time:
35 minutes
Ages:
13 and up
Participants:
25
Materials:
Open space, role cards (one for each student)
Prep:
Print and cut out the role cards. If you want to, create your own—for example, you could add role cards to match the city or community in which you live.
Part A: Assign Roles, Step Forward!
not to take a step forward.
Hand out the role cards at random, one to each student. Tell them not to show it to anyone else.
After reading all the statements, invite everyone to take note of their final positions. Students will notice that they are standing at different points and some may never have left the line.
Give them a minute to think silently about their new identity and help clarify what the identity means if anyone is confused. Ask the group to line up in one single-file line against a wall. (Make sure there is plenty of open space. See diagram on the following page.) Tell the students that you will read a list of statements. The student will have to make assumptions about their identity and should take a step forward if they think the statement is true for them. If the statement does not apply to them, they should stay put. If a student takes a step forward, they stay there. If another statement applies to the student, they will take another step forward. Students never move back. Read the statements on the following page out loud, one at a time. Give students time to think about the statement before deciding whether or planusa.org/youth
Part B: Discussion How did you feel stepping forward or not stepping forward? Can you guess one another’s identity? (Let students reveal their identity during this part of the discussion.) How easy or hard was it to take on the identity of the person on your card? If two people had the same card, did they end up at the same spot? Why or why not? How do you think this game represents advantages and disadvantages of people living in the United States and people living in developing countries? Which human rights are at stake in this activity? Youth Toolkit | 20