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IN CLASSROOM ACTIVITY – A PATH TO EMPATHY
CONTENTS
In classroom activity – A Path to Empathy ................................................................................................................... 1
Teacher’s Section ...................................................................................................................................................... 1
Expected learning outcomes .................................................................................................................................... 1
Preparation and Materials- ...................................................................................................................................... 1
Roles could include: .................................................................................................................................................. 1
Steps for the activity - .............................................................................................................................................. 2
Debrief ...................................................................................................................................................................... 3
Student Section ............................................................................................................................................................. 4
Reflection Sheet ........................................................................................................................................................ 4
Print SECTION: Role cards ........................................................................................................................................ 5
TEACHER’S SECTION
EXPECTED LEARNING OUTCOMES
Students will be able to
1. Understand the concept of community, and the powers that each category of people has in our society
2. Understand the concept of rights and duties
3. Develop empathy for those people who are not empowered to make their own choices
Estimated Time – 60 Min.
PREPARATION AND MATERIALS-
Adapted role cards, enough cards for one per person.
ROLES COULD INCLUDE:
1. A student
2. A politician
3. An orphan
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4. A local councilor
5. A member of parliament
6. A street vendor
7. A successful local business person
8. A married mother with children
9. A wheelchair user
10. A policeman
11. A sweeper
12. A maid
13. A teacher
14. A school bus driver
15. A Doctor
• Adapted list of statements (see below)
STEPS FOR THE ACTIVI TY -
1. Introduce the activity but do not say too much about it. Share the role cards with the students.
2. Give each student a role card. Explain that you want them to imagine what it would be like to be that person.
3. Ask the students to stand in a line, side by side and facing you.
4. Tell the students, ‘I am about to read out a series of statements. If you think your character displayed on the
card would answer ‘yes’ to the statement, take a step forward, if you think the answer is a ‘no’, stay where you
are’.
5. Read out the following statements to the group: (adapt according to your group and context) –
a. I feel safe in my community all the time
b. I have spare time to watch movies and spend with my friends
c. I can vote
d. I can practice my own religion and am not forced to follow others
e. I never sleep hungry
f. I can provide good education to my children
g. I am confident that I can get a better job than my parents have
h. I get to see and talk to my parents as and when I want
i. I am satisfied with my life and can do something for my community
j. I get a say in local decisions in the society
k. I can pay for good hospital treatment for my family
l. I can express my opinions in public
m. I am not in danger of being beaten up
n. When I go to social gatherings, I can speak for myself
o. I can provide expensive toys for my children
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p. I have a good income to satisfy my own needs
q. I get consulted on issues that affect my life
6. After you have finished ask the group to put their character sheet on the floor and step away so that they can
see the position of all of the role cards.
7. Explain to the students that this exercise was designed to give them an idea of the different socio-economic
powers that different people have in their lives, and how they participate in their communities.
DEBRIEF
• The discussion can develop in many different ways, but some important points to cover are:
− Who were the groups or people left out?
− Why were they left out?
− Why was the gap between those in front, in the middle, and at the back so big?
− Was there any difference based on age and gender? What else?
− What responsibilities and duties do you think the different people have?
− What rights do those “left out” have?
− What have we learnt about power and participation?
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STUDENT SECTION
REFLECTION SHEET
Think about yourself in different roles and write 5 rights you have and 5 duties for that role
Role
Rights
Duties
A child at home
A student at the school
A Society/community member
A citizen of India
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PRINT SECTION: ROLE CARDS
A Student
A Politician
An Orphan
A Local Councilor
A School bus driver
A Doctor
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Member of Parliament
A Street Vendor
A Business Man
A Mother
A Wheelchair user
A Police man
A Sweeper
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A Maid
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