1.1 The Interrogation
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This opening section of the game is set in a very claustrophobic and seemingly dangerous environment. The player sits face to face with a member of the ruling regime and must assert their stance on a number of statements.
Goal: To appreciate the value of human rights in their lives and how little it takes for an unscrupulous regime’s actions to become devastating for the country’s citizens.
Divide the class into groups of 4-5 and ask them to discuss different situations in which oppression may arise. Different groups can work with different themes, such as: being bullied, being subjected to gossip, what you are allowed to like/dislike within the class, how to look or not to look at school, being ignored, being threatened or any other subject you think is relevant to your class.
Hold a discussion with the class about how it might feel to be the oppressor or the oppressed in the above scenarios.
Goal: To generate knowledge about the possible consequences a regime which undermines its citizen’s human rights.
Split up the students into smaller groups. Instruct each group to discuss which rights they think everybody should have and to compile a list on the ten they deem most important. Each group should present their list to the class, and then return to their groups to list which rights are so important that they would consider fleeing if they were robbed of them.
Goal: To increase understanding of the types of circumstances from which refugees escape.
Go through the Universal Declaration on Human Rights. You can use both the original and the simplified versions; see the list of educational links for both documents. In smaller groups, ask students to give examples of what each article means for them in their everyday lives and discuss whether these are enjoyed equally by all members of and groups within society.
Goal: To give insight into how disempowered and vulnerable a single person can be in a country where the regime does not stand for democratic values or respect human rights.
Should everybody be free? What is UK national jurisdiction on for example defamation and incitement to racial or religious hatred? Do students have the right to criticise their classmates? Where should the line be drawn?