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Description

Aim: To explore the cases of social exclusion. Taken from the BB Company Section Discoverer Pro Pack, Community, International H2

Resources

Activity 1
• 3 large cards, one marked A, one marked B and one marked C
• ‘Question & Answers’ template
• ‘Pen Portraits’ template
Optional adhesive to stick the cards on the wall — these can be placed on the floor if it is not appropriate to stick it on the wall.

Activity 2
• Unihoc sticks
• Ball
• Whistle
• Referee

Activity 3
• ‘Statement Cards’ template (as many sets as you have groups)
• ‘True/False Cards’ template
You could type out the dictionary definition of poverty to aid the first instruction.

Instructions

Activity 1 - Easy as ABC

Aim: To learn how diseases can cause social exclusion and the effect this has.

Instructions:
• Before starting, place the 3 cards marked with letters around the room.
• Explain to the group that you are going to give them a series of questions and will offer three possible answers. Once all of it has been read they need to stand under the letter which they think is the correct answer.
• After they have made their decision offer them a chance to move.
• When everyone is static give them the correct answer. Supplement the answer with the information given.
• Read out the Pen Portrait’ template — discuss how this makes them feel.
• Discuss what issues the young people think BBUK can help with in terms of peer education in the way BB Uganda has.

Tips / Advice:
Gaining some further background knowledge of HIV/AIDS may be useful in case any technical questions are asked.

Safety Issues / Risk Assessment:
Ensure the group move smoothly to each letter after the questions are read to prevent any accidents.

Activity 2 - Unfair and Uneven

Aim: To learn how the distribution of the word’s resources affects people.

Instructions:
• Divide the young people into two groups — there needs to be one quarter in one group, and three quarters in the other.

• Tell the young people that this is their team for a game of unihoc.

• Ask what they think, but don’t linger on the point.

• Give three quarters of the sticks to the group who has only one quarter of the people. Give the group with three quarters of the people, one quarter of the sticks (the group with the most number of young people should have the least amount of sticks and vice versa).

• Allow the young people to play the game as per the normal rules. However, if they decide within their teams to send people off, give some of the sticks to the other team etc. then allow them to proceed.

• Once the game is over (play for as long or as little as you feel is required) ask the young people; how did the team with few sticks feel, did anyone feel that it was a waste for the other team having so many? Depending on what action they took ask them questions, for example, if they got angry, why? If they shared out the sticks, why? Challenge them to try and explain why they reacted in the way they did to the game to make it more relevant to them.

• Explain that the world’s resources as distributed just the way the sticks were, 25% of the world’s population own 75% of the wealth. Ask them how they think this affects the other 75% of the population and whether this is fair. How do they think it should be distributed and what would they do to encourage the change?

Tips / Advice:
If you don’t feel the group are taking it seriously, or getting into the game, switch the teams about.

Safety Issues / Risk Assessment:
Some young people can find this game extremely frustrating so watch out for any signs that someone is about to lose their temper and stop the game before accidents occur.

Activity 3 - Stating Poverty

Aim: To learn how poverty can cause social exclusion and the effect this has.

Instructions:
• Divide the young people into groups, giving one set of the ‘True,’ False Cards to each group. Encourage them to space out but not too far, as they will need to be able to hear what the other groups are saying from where they are sitting.

• Ask them to put the cards into two columns, True or False.

• Once this is done, discuss as a whole group what each group decided and why They came to these decisions.

• Briefly explain what poverty means; explain that countries like Britain are seen as rich countries, whilst countries like Uganda are deemed poor countries. However, within both countries poverty can be found.

• Now give each group a set of the Statement Cards’. They must again put the statements into columns but this time the columns are called, ‘Absolute Poverty’, ‘Relative Poverty’ and ‘Not Poverty’.

• Once they have made a decision on each statement discuss the results as a whole group, again giving reasons for their decisions.

• Explain, that whereas countries may have different sorts of poverty, all types of poverty affect young people in bad ways.

Tips / Advice:
• Depending on the level of ability in your group, talk through the categories they need to divide the second round of statements into so they fully understand what each means.

• Be aware and sensitive of the situations some may be in, for example, one person may think not having a PlayStation poverty whereas there may be others in The room who do no have a PlayStation as they can’t afford one.

For full details see the BB Company Section Discoverer Pro Pack, Community, International H2

Tags

• community
• company
• dicscoverer
• exclusion
• international
• Poverty
• Social

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