Multicultural workshops

A selection of
MULTICULTURAL WORKSHOPS
for primary and secondary schools

This manual was prepared by Center for Human Rights and Conflict Resolution, Skopje.
Creators: Renata Dedova, Safet Balazi, Saso N. Alusevski and Filipina Negrievska,
under supervision of Violeta Petroska-Beshka................... .....................................
The views expressed in this manual are those of the authors and do not necessarily
reflect the policies or views of UNICEF.

December, 2010

This Manual has been technically and financially supported
by UNICEF, as part of the UN programme for strengthening
the inter-ethnic dialogue and collaboration, financed by the
Spanish Government through the MDG-F.

This manual provides a selection of workshops developed by the Centre for Human Rights and
Conflict Resolution. The main goal of these workshops is to enable interaction, respect and
collaboration among children – members of different ethnic groups, as well as to offer a model for
extracurricular multicultural activities which could be implemented in the schools across the country.
This goal is realized through structured and guided one-hour workshops, which are attended by a
balanced number of children from different language/ethnic/cultural backgrounds.
The workshops are implemented in the context of the broader UN Joint Programme on “Enhancing
inter-ethnic dialogue and cooperation” as part of which UNICEF is supporting the Ministry of
Education and Science and the Bureau for Education Development in enhancing multiculturalism
in education. The approach is based on the boarder Child-friendly school concept which in the
country includes six dimensions (inclusiveness, effectiveness, safe, healthy and protective
environment, gender equality, participation and multiculturalism). In 2008, with UNICEF support,
the Bureau for Education Development used the CFS standards and principles as a basis to develop
the concept and curricula for primary education. The concept now includes goals related to
multiculturalism and extracurricular activities. In this regard, the workshops provide model of
activities to implement these goals.
In total fifty-eight workshops have been created and most of them have already been piloted with
students from monolingual, bilingual, trilingual schools, or from schools with a large percentage of
students whose language of instruction is not their mother tongue. In the phase of creation and
piloting of the program, the workshops were attended by children from diverse ethnic/cultural
backgrounds from seven primary and five secondary schools in different municipalities. Most of
the schools have instruction in more than one language of instruction, which means that they are
attended by students who belong to at least the Macedonian or the Albanian ethnic community.
Several of the schools are monolingual, but in the course of implementation the programme, each
school with one language of instruction cooperates with corresponding school with other language
of instruction within the same municipality. The one exception is a primary school where the
instruction is conducted in Macedonian, but is attended by a large percentage of students who are
ethnically/culturally different from the majority of students in the school (mostly Roma).
The workshops have been grouped into six age categories: 1. age cycle: 6, 7 and 8 years old,
2. age cycle: 9 and 10 years old, 3. age cycle: 11 and 12 years old, 4. age cycle: 13 and 14 years old,
5. age cycle: I and II year in high school, and 6. age cycle: III and IV year in high school. Within
each age category, the workshops include an introduction, multicultural and project/derived activities,
with the aim to contribute to decreasing of ethnic prejudices and increasing of mutual respect,
through interpersonal and intercultural acquaintance and joint work. The work in the workshops is
based on the principle of equality of the different ethnicities and cultures, which is achieved by
balancing the number of participants coming from the different ethnic/cultural communities. The
workshops are facilitated by two facilitators, who assist the children in addressing diverse content
by using various participatory methods of work. In multilingual schools, the implementation is
conducted bilingually: in Macedonian and in Albanian, while all the materials distributed to the
students are prepared in both languages, and everything that is being said and created during the
workshop must be said or interpreted into both languages.

CONTENTS:

INTRODUCTORY WORKSHOPS 3

Workshop I.1.2: We are group 4
I age cycle (6, 7 and 8 years old)

Workshop II.1.2: We are group 7
II age cycle (9 and 10 years old)

Workshop III.1.1: Getting to know each other 13
III age cycle (11 and 12 years old)

Workshop IV.1.1: Getting to know each other 16
IV age cycle (13 and 14 years old)

Workshop V.1.2: We are group 19
V age cycle (15 and 16 years old)

Workshop VI.1.3: Rules of the group 21
VI age cycle (17 and 18 years old)

MULTICULTURAL WORKSHOPS 24

Workshop I.2.1: How do you say red in another language 25
I age cycle (6, 7 and 8 years old)

Workshop II.2.1: Baklava and sarma 27
II age cycle (9 and 10 years old)

Workshop III.2.1: Visiting… 29
III age cycle (11 and 12 years old)

Workshop IV.2.1: Music, instruments and folk dances 31
IV age cycle (13 and 14 years old)

Workshop V.2.2: Tephons and Piphons or Ripons and Tephons 34

Workshop VI.2.2: Questions and answers 37
VI age cycle (17 and 18 years old)

PROJECT WORKSHOPS 41

Workshop V.3.1: Scanning the school 42

Workshop V.3.2: Scanning the school 49

Workshop V.3.3: Ideas for change 51

INTRODUCTORY WORKSHOPS


Goal:
·Establishing interpersonal communication with members of “other” ethnic
communities

MANUAL FOR MULTICULTURAL ACTIVITIES
3

I AGE CYCLE (6, 7 AND 8 YEARS OLD)
WORKSHOP I.1.2: WE ARE A GROUP

Objectives:
·Forming a group – developing the feeling of belonging to the group,
independently of the belonging to a concrete ethnic community
·Encouraging collaboration among the group members

·Encouraging the participants to reach group decisions about issues
of mutual interest

Materials:
·handout for facilitators: Products
·paper – prewritten with “Hello” in the languages spoken in the group
·poster – as many sheets as there are groups
·flipchart paper
·markers
·crayons – as many sets as there are groups
·tape
·scissors
·CD player

Introductory activity:
All participants sit in a circle. One by one, each participant first claps their hands and
then says their name. Then, when a signal is sent, the other group members stand up
at the same time, clap their hands and repeat the name of the participant.........................
Afterwards, sheets of paper prewritten with “Hello” in the languages spoken in the group are put
up on the board. Everybody stands in a circle. Upon a given signal, everybody utters one of the
greetings written in different languages. This is repeated several times, in order to give the
participants an opportunity to learn a greeting/greetings in a non-mother tongue..........................
Then, one participant starts by saying “Hello” in one of the languages, which was previously
practiced, to the person next to them, utters the person's name and shakes hands with them. The
next person continues by responding to the previous participant with the same greeting that they
received by uttering their name and continues with choosing a greeting in a different language
from the one that was previously used, utters the name of the next participant and shakes their
hand and this continues until all participants have taken the role of the one who greets and the one
who responds to a greeting.

Main activity:
The participants are divided into groups of six to eight persons. They are shown what
the final products of this activity should look like (handout for facilitators: Products).
Afterwards, each group agrees which of the three products they would like to make and announces
it to the facilitators, who then on the spot draw the shape (according to the choice of the group)
which is the basis for the final product:
•A tree with branches only
•A butterfly with no wings
•A sun with no rays.

4

Then the participants of each group should finish the shapes so they look like the final products by
leaving handprints with the help of the facilitators, and then color the drawing with crayons, so the
branches get leaves, the butterfly gets wings, and the sun – rays................................................
Then, the products from each group are compiled and a collective poster is made. It is announced
that the poster is a joint work of the whole group and all the products are looked at................
Then, an attempt is made to find a name which will represent the whole group. That can be a new
and unusual name which no one has heard before, or could be a known name. The participants
give suggestions, and all facilitators without discussion quickly illustrate them with very simple

drawings on flipchart paper. When the suggestions are exhausted, the participants are asked to
individually say which name they like best, and the facilitators put a straight line next to each
chosen name for each vote. In the end, the votes are collected and the name of the group is
announced. If there are two or more names with the same number or with a close number of votes,
all those names are accepted by combining them or adding them together...................
After the name has been chosen, the facilitators illustrate and write it in big letters on flipchart
paper in the languages spoken in the group, utter the name clearly in front of the whole group and
acknowledge the membership of each participant in it. In the end, the facilitators say that the
paper with the name of the whole group shall be taken to each workshop and shall be put in
a visible place before its start................. .....................................................................

Wrap-up activity:
All participants dance to music (played using a CD player or sung by the facilitators).
When the music stops, each one needs to “hug” someone who is closest to them. Then,
the music continues again and at the next stop, four or five participants should “hug” at the same
time. This step of the game is repeated several times. In the end, when the music stops, all
participants should make a big “hug” all at once.

Reflection:
1.What did we do today?
2.What from today's activities did you like the most?
3.What did you learn?

5

Handout for facilitators: Products


6

II AGE CYCLE (9 AND 10 YEARS OLD)
WORKSHOP II.1.2: WE ARE A GROUP

Objectives:
·Getting to know the members of the group

of mutual interest

Materials:
·handout for participants: Self-portrait – one for each participant
·poster
·flipchart paper
·crayons – many sets
·markers
·scissors – as many pairs as there are participants
·tape
·glue – as many tubes as half of the total number of participants
·board and chalk

All participants stand in a circle and one of the facilitators starts by saying their name
and making a certain gesture. Then, at a given sign, all participants should repeat the
facilitator's name and gesture at the same time. The next participant continues by saying their
name and making a new gesture, and the others then repeat the name said and the gesture made.
The participants are motivated to make new gestures never made before. The game continues until
all participants take their turn.

Main activity 1:
All participants are distributed a copy of the handout: Self-portrait and should draw their
self-portrait (a drawing of themselves) in as much detail as possible within 10 minutes.
After they finish, the participants are split into groups of four and sit around the tables. Then,
everyone flips over the self-portrait and cuts it along the lines into six equal parts and the cutouts
are put in the middle of the table in one single pile. The facilitators mix the self-portrait parts and
deal them out one by one to all the members of the group (each group member gets six pieces).
Then the following instructions are given:
Now each member has six parts of the self-portraits of the members of their group. They will only
have some of the parts of their own self-portrait, while the rest of the pieces will be from the self-
portraits of the others.
Each group member should put their self-portrait together. The self-portraits can be put together
only by collaborating with the others. The task will be considered completed when all the members
of a group have their self-portraits assembled in front of them.

7

However, the self-portraits will be put together according to a set of rules:
·no one can take pieces which are placed in front of the other participants (on the board, it is
written: “No taking”)
·everyone can give pieces placed in front of them (on the board, it is written: “With giving”).
After finishing this part of the activity, each participant is given a piece of paper with a frame
(continuation of the Self-portrait handout) to which they stick parts of their self-portrait with glue.
Then, the participants from the whole group stick their pictures on a poster, after which it is put
somewhere in the room where it can be easily seen.

Discussion:
1.Could someone put their self-portrait together without the help of the other members
of the group?
2.Was it difficult to respect the rules?
3.Was it good or bad that you had to cooperate?
4.Was it fun to watch how the parts of the faces of different participants were combined?

Main activity 1:
All participants sit in a circle, and the facilitators announce that they will make a try to
find a name which will represent the whole group. That can be a new and unusual
name which no one has heard before or could be a known name. The participants are asked to give
suggestions for the name, and the facilitators write them on a flipchart without any comments or
discussion (in all the languages spoken in the group).
Then there is a vote, after which the three suggestions that get the most votes are reviewed, and
from them through discussion and consensus, one common name for the group should be chosen.
During this process, attention should be paid that the name is not typical for either boys or girls, or
the members of one or another ethnic community, but to be unifying and to point to the shared
characteristics or interests of all participants in the group.
For that reason, each of the three suggestions is appraised using the following questions.

Discussion:
1.Is this name equally nice to both boys and girls?
2.Is this name equally nice to both… (members of one ethnic community) and to…
(members of the other ethnic community)?
3.Does this name refer to something which all the participants in this group have in common?

After a name has been chosen (it can be a combination of two or three suggestions if the
participants cannot make up their minds about one suggestion only), the facilitators write it in big
letters on a poster in the languages spoken in the group, they announce the name of the group
clearly and they emphasize the membership of each member in it. In the end, it is said that the
poster with the name of the whole group will be taken to every workshop and will be displayed in
a visible place in the room.

Wrap-up activity:
One participant goes out of the room, while all the others sit in a circle and quietly choose
a “conductor”. Then the participant who was outside is called to come back to the room.
The “conductor” should start making a movement (for example, scratching, setting their hair, crossing
their legs…), and the others should follow and imitate them – when the “conductor” changes the
movement, all the others follow.

8

The point of the game is for the volunteer to guess who the “conductor” is, while the group should
make the guessing more difficult by quickly and unnoticeably changing the movements the way the
“conductor” does (the conductor is motivated to change the movements at shorter time periods).
The volunteer has three shots to guess, and then the person who was previously the “conductor”
goes out, and the group chooses a new “conductor”.

Reflection:


9

Handout for participants: Self-portrait


10


(back side of the self-portrait)


11


(frame for sticking the self-portrait)


12

III AGE CYCLE (11 AND 12 YEARS OLD)
WORKSHOP III.1.1: GETTING TO KNOW EACH OTHER

Objectives:
·Getting familiar with the way of working of the group

Materials:
·handout for participants: Comparison sheet – one for each participant
·handout for participants: Group table – one for each group
·color paper – yellow, green and red – each sheet of paper cut into eight equal parts;
as many parts in each color as there are participants
·posters – as many sheets as there are groups
·writing sets – as many as there are participants
·tape
·scissors

Everybody is standing in a circle. One of the facilitators starts, and then each participant,
one by one, says their name ordinarily, with a normal pitch of voice.
After everyone has said their name, a second turn is played: now everybody, one by one, says their
name first, and then the name of the person standing on their left, and after that, of the person
standing on their right.
The third round is started by a participant finishing the following sentence with one word or phrase:
I enjoy… (adding one thing the person really enjoys doing). The following person in the circle
continues, linking to the previous one: And to… (adding something else). In the same way, the
following participants continue, paying attention not to repeat something already said. The game
finishes when all participants in the circle have said what they enjoy doing.

Main activity:
Each participant receives one handout: Comparison sheet, which is filled out individually.
After that is done, all participants are divided into four groups and each participant
receives three pieces of paper in different colors: red, yellow and green. The pieces of paper serve
to show (by lifting) which of the offered answers to the questions from the handout previously
filled out each one has chosen:
·the red piece of paper signifies having chosen the first offered answer
·the yellow piece of paper signifies having chosen the second offered answer
·the green piece of paper signifies having chosen the third offered answer.
The showing of the chosen answers is done within each group individually, and in the handout:
Group table each group records how many participants have chosen which answer for each
question, i.e. how many times each of the three colors has appeared for each question individually.
Then each group presents to which question they had the largest number of the same answers,
and to which question most of them chose different answers.

13

In the end, everybody sits in a circle. The facilitators choose and read several questions with all
the offered answers (one by one), and those participants who have chosen the particular answer
should stand up quickly, go to the middle of the circle, hold hands and raise them high up (as if
they were shouting “hurray”), after which they sit back in the circle. If only one participant has
chosen some of the offered answers to a question, while he or she is in the middle of the circle
with their hands up in the air, all the others sitting around them should shout Hurray.

Wrap-up activity:

The participants are divided into three or four groups (with equal number of
participants), and one poster is put up in three or four different places in the room.
Each participant in the group gets one crayon in a color different from the crayons of the others in
the group. Each group stands in front of one of the posters, and its members make a line one
behind another. At a given sign, the first participant from each group starts drawing something on
the group poster until they hear Stop. During that time, one of the facilitators counts to five and
then says Stop. When the first participant hears Stop, they stop drawing and go to the end of the
ine of their group, and the next one continues to draw until the next Stop, which is uttered by the
facilitator after having counted to five. The activity lasts until all participants in each group have at
least three times participated in the drawing of the collective drawing.
While the activity is going on, there must not be any planning about what and how to draw among
the members of the group. What is important is that every one gives their personal contribution to
the collective drawing, according to their own idea and that there is no pressure that it should be
“a true work of art”, but the goal is more to have fun in the process.
In the end, each group thinks of a title of their collective drawing and presents it in front of the
other participants.

Reflection:
2.How did you feel?
4.How can we apply what we have learned to our everyday life?

14

Handout for participants: Comparison sheet

1. If you could choose, you would 2. You had rather:
choose:

? a walk in the woods ? read a book
? a walk on the beach
? listen to music
? a bicycle ride
? watch TV

3. You had rather be with 4. You had rather be:
company:
? rich
? at a birthday party
? famous
? in a sweets shop
? happy
? shopping
?
5. It is most important that your 6. From the following things, it is
friend: the most difficult for you:
? makes you happy ? to admit having lied
? is honorable ? to apologize if you have made a
? knows how to keep a secret mistake
? not to tell anybody for the
damage caused by your friend

7. From the following subjects, the 8. You become the most annoyed
easiest one for you is: when someone:
? language ? is late
? math ? is showing off
? physical education ? does not share things with others

9. What kind of food do you like 10.If you could choose, you would
the most? travel around the world by:
? sweet ? car
? savory ? bus
? sour ? train

15

IV AGE CYCLE (13 AND 14 YEARS OLD)
WORKSHOP IV.1.1: GETTING TO KNOW EACH OTHER

Objectives:
·Getting familiar with the way of working of the group

Materials:
·handout for participants: If you were… – one for each participant
·three smaller objects to be passed around – a soft ball and two soft toys that can be
easily tossed and caught
·badges – one for each participant
·markers
·writing sets – as many as there are participants

All participants write their names (or nicknames) in big letters using markers on
badges which they pin on themselves somewhere visible.
The participants stand in a circle. One of the facilitators takes a ball, utters the name of the
participant standing opposite in the circle and passes the ball. The participant catches the ball and
passes it to the participant opposite them, but to the right of the facilitator who started the circle,
previously uttering the name of the one to whom the ball is being passed. The second participant
continues in the same way, uttering the name and passing the ball to the next participant in the
circle (the one opposite and to the right of the previous participant). The activity goes on until all
participants in the circle take a turn.
If the ball drops, the person it was passed to should pick it up; during that time, all the others
peacefully wait for their turn to come. If it happens that some of the participants do not say a
name before passing the ball, the activity must be stopped and restarted.
During this activity, attention should be paid so that the passing of the ball does not turn into targeting
and hitting and not hearing anything except for the names of the people who are passed the ball.
Main activity:
The participants are divided into two equal groups using the principle in-out, in order
to line up in two circles: inner and outer ones. Each participant from the first circle
should have a partner from the second circle: the partners (one from the outer and one from the
inner circle) should be facing each other (the inner circle is facing outwards, while the outer circle
is facing inwards).
Each participant receives one copy of the handout: If I were a/an…, with the task to fill it out by
interviewing the participants from the other circle. It is started by interviewing the partners from
the two circles facing each other first (they answer the questions to each other, and the answers of
the other are written in their handout). At first, everybody writes the name of the partner in the
first picture (next to “animal”), and then first asks the question If you were an animal, which animal
would you like to be?, and then wants to hear the explanation Because of which trait?. The received
answers are written next to the appropriate picture in the handout (beneath “animal”).
Before moving to the next picture, the participants are asked to change their partner in the way
that one of the circles moves two spots to the right so that everyone faces a different participant.
The circles move in turns before asking the questions for each subsequent picture: if the outer
circle has moved to the right first, then the inner circle will move to the right next etc.

16

For each following picture, one first writes down the name of the participant being interviewed, and
then the answers to the questions If you were a/an…, what… would you like to be? and Because of
which trait?.
After everyone has changed five partners and filled out the whole handout, the participants sit in a circle.
The facilitators continue the activity by asking questions addressing all participants:
Which animals were mentioned most often? Which ones most rarely?
Then they call on participants of the most numerous group to come to the center of the circle and
they ask them Why did you wish to be that animal precisely?. The same is repeated with the ones

who belong to the least numerous group (or are unique) – they should come to the center and
explain why they wished precisely that.
The same procedure is repeated for the other questions on the handout – at first, it is asked which
answers were the most numerous, and which were the least numerous, and then, after the
most/least numerous come to the center of the circle, they are asked to explain their answer.

Discussion:
1.Were there more similarities or more differences among you? Why?
2.Did the similarities and differences depend on your ethnic background or something
else? What did they depend on?
3.(for the multilingual groups) Did the language get in the way of filling out the handout? How did
you solve the language issues when they occurred?

Wrap-up activity:
The participants stand in a circle and play a continuation of the introductory activity.
One of the facilitators starts passing the ball after uttering the name of the person
they are passing the ball to, the same way as in the introductory activity. However, this time, after
the ball has been passed to four or five participants, the facilitator who has initiated the passing of
the ball introduces a second toy (utters the name, then passes the toy). The same is repeated
with a third toy. This cycle of the activity is considered as successfully finished when all three toys
are passed to all participants.
During this activity, attention should be again paid so that the passing of the toys does not turn
into targeting and hitting and not hearing anything except for the names of the people who are
passed the toys.

Reflection:
2.How did you feel?

17

Handout for participants: If I were a/an...

because it is…
because it is…

NAME

NAME

If I were
because it is… a/an...

NAME

because s/he is…

because it is…

NAME

NAME

18

V AGE CYCLE (15 AND 16 YEARS OLD)
WORKSHOP V.1.2: WE ARE A GROUP

Objectives:

Materials:
·tangerines/apples/oranges/grapes¹ – one for each group
·paper plates – one for each participant
·poster – cut into stripes – one stripe per participant
·poster – small piece rolled up and fastened with tape in the shape of a relay baton
approximately 30cm long
·tape
·scissors

Main activity 1:
The facilitators ask the question Are the tangerines the same, similar or different? and
listen to the answers, whereas the discussion about this question is to follow after
completing this activity.
The participants are divided into groups of three and each group sits around a desk separately.
A tangerine is placed on each desk. Each group look closely at the tangerine and try to find certain
traits after which they could recognize it later.
Afterwards, all the tangerines from the groups are placed in a pile and the facilitators put them on
one desk at a 30cm distance from one another, as in an exhibition. The participants should get up
and carefully look at the exhibited tangerines, and each group should recognize “their” tangerine.
The participants should circle in the same direction around the desk and they should be asked not
to grab the tangerines so they would not damage them and so that all groups could look at them.

Discussion:
s Conclusion:
1.Have you found your tangerine? Tangerines, just like people, by some traits are
How did you recognize that it was the same, by some are similar, and by some are
the right one? different. It is precisely the differences that
2.Are the tangerines the same, similar or helped everyone to find their tangerine, which
different? means that they, and not only the similarities,
3.What are people like – are they the same, can be of help too. Unless we try to know
similar or different? someone better and discover their specifics,
4.Are all members of the same group the they would look the same as all other
same? For example, are all teachers the same, representatives of their group, which does not
or all students, or all neighbors? Why? necessarily need to be true.

¹Depending on the availability of fruit and the funds available to the facilitators of the activity, any of the listed fruits can be supplied and used. In
the further text, the word “Tangerine” is used, but it can be replaced by any fruit to be used in the workshop.

19

Main activity 2:
The participants, in the same groups from the previous activity, sit in a circle and
should peel their tangerine, split it into pieces and place the pieces on the paper plates
that are put in front (or on the lap) of each participant, but they must not eat them. Afterwards, the
facilitators bandage the participants' right arm (or left arm in left handed participants) in the elbow
area with a strip of poster (the elbow, as well as a small part below and above it are wrapped) and
fasten it with tape so that the arm cannot bend.
The facilitators address the participants:

Today, we will all need something to eat and especially in a way that will show us how important is
to cooperate. At first, place your arm which is not “blocked” by a poster strip behind your back,
as it will not be allowed to use it in this activity. The other arm which is fastened with a poster strip
can be used, but it must not be bent in the elbow area. Now you will need to eat a few tangerine
pieces without bending your elbows. Try to do that.
They are left for three or four minutes to try to feed themselves, and if they do not succeed, the
facilitators show them how to feed each other. If in the meantime someone tries to throw food
towards their mouth, it will be emphasized that it can be dangerous and it is not allowed.

Conclusion:
No one could feed oneself if they respected the
Discussion: instructions. The participants could only get food if
1.Could everyone feed oneself they thought of giving food to one another, i.e. if
alone? they cooperated. It is not cooperation when we help
2.How did you get food? the other person and that makes us feel bad,
3.How did it feel to cooperate? uncomfortable and under pressure, but it is real
cooperation when people work together with
patience and love.
Wrap-up activity:
All participants stand in a circle and the “relay baton” (piece of poster rolled up and
fastened in the shape of a relay baton) is passed from one to another holding it with
their knees.
In the following step, it can be passed by the participants' holding it between their neck and
shoulder, and in the last step, it can be alternately passed holding it between one's neck and
shoulder and then between one's knees.
If the “relay baton” falls down, it is started from the beginning. The time needed to pass the relay
baton can be measured and the group can be cheered to get the “relay baton” across as fast as
possible.
Reflection:
2.How did you feel?

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VI AGE CYCLE (17 AND 18 YEARS OLD)
WORKSHOP VI.1.3: RULES OF THE GROUP

Objectives:

of mutual interest
·Laying down group rules

Materials:
·poster
·markers
·chalk and board

Main activity 1:
All participants are divided into groups of three and stand in an empty, wide space. At
first, the two basic elements of the activity are explained:.........................................*
· “house”: two participants from the groups of three stand up holding hands high above their heads
· “resident”: one member from the group of three stands between the two other members who
make up the “house”.
Afterwards, all groups of three build their “house” with a “resident” in it.
Then, one of the facilitators, who at the beginning did not belong to any of the groups of three,
stands in the middle and gives the following instructions one by one clearly, and the groups of
three follow them**
....................................................................................................................................................................................................

· house: the two members from each group of three who constitute the “house” still holding
hands, leave their “resident” and try to quickly find a new “resident”; during that time, all
“residents” stand still...............................................................................................................
· resident: all “residents” leave their “houses” and try to quickly find a new “house”; the “houses”
stand still when this instruction is given.....................................................................................
· earthquake: all existent groups of three split up and completely new groups of three are formed,
in which two members are a “house”, and one is the “resident” in that “house”.
After having practiced the instructions and the movements, the facilitator starts to play actively –
after giving the first instruction, they try to enter some group of three (as a “resident” or as a part
of a “house”, depending on the instruction given). The participant who does not enter any group of
three is the following to give instruction.
Conclusion:
Discussion: Rules enable an activity to flow smoothly and
1.What were the rules of this game? activity participants to feel good. Unless there
2.What are rules for? are rules, there is chaos, which makes the
3.What would have happened if the game was objective of the activity not to be achieved, and
played without rules? the participants start to feel uncomfortable. In
4.Would we have known how to play the game order to know how to realize some activity, the
if we did not hear the instructions? instructions must be given clearly, but they must
5.Should our group have rules in the course of also be heard and understood well.
these workshops?
*
In the multilingual groups, the facilitators write down the words house, resident and earthquake in the languages spoken in the group in big letters
on the boards, and in the explanation they use the words in all the languages spoken in the group.
**
In the multilingual groups, each participant uses the words for house, resident and earthquake in any language they desire.

21

Main activity 2:
The facilitators ask the participants to think of rules for conducting the workshops of
this program. The participants will suggest, and the facilitators will write their
suggestions on the board.
After all ideas have been exhausted, the facilitators say the two basic principles according to which
each of the given ideas will now need to be reviewed: how much that will help the group to work
well and the participants to feel good.

While evaluating the rules, the following questions can be used:
1.Why would we like to have that precise rule?
2.What would happen if we did not have that rule?
3.Does the group agree to have that rule written?
Examples for rules:
·careful listening when someone is speaking – without cutting in and interrupting (agreeing on a sign
for speaking next)
·respecting the other person speaking – no insulting and no mocking
·mutual cooperation (changing of groups, joint work, helping each other, sharing materials…)
·signaling the end of an activity and attracting attention (“stop” sign and “zipping” one's mouth sign)
·coming on time
·....
The facilitators should constantly have in mind that the rules should be made by the participants,
and not to be imposed by the facilitators. The rules should be phrased in the form of concrete
behaviors/procedures (for example, no mocking, no cutting in, no interrupting, listening attentively,
raising one's hand, etc.), and not as general categories (for example, to be tolerant, to respect, to
pay attention, to be active etc.).
The rules which are accepted by the group are written legibly and clearly on a poster, which is then
hung at a visible place in the room.
It should always be emphasized that the rules are not fixed and that at any time some of them can
change or a new one can be added if the group agrees on that.
Conclusion:
Discussion: Every time a rule is broken, the facilitators should remind
1.What will happen if the group that it is not working as they previously agreed
someone or some people and ask it to identify the rule/rules which were broken.
break the rules??????..........??????? Meanwhile, it is extremely important to refrain from naming
2.What kind of warning should be or pointing at the participant or participants who have
issued if rules are broken? Is it better broken the rule in order to secure the required atmosphere.
to warn generally, or to say which The answers, which indicate that the whole group is
rule has been broken??????????????? responsible for respecting the rules, and the facilitators are
3.Who should make sure that rules only responsible for their implementation, are explicitly
are respected? Who should inform emphasized by the facilitators and are inferred as a
which rule has been broken? conclusion from the discussion.

Wrap-up activity:
Everybody stands in a circle and holds hands. The activity is started by one facilitator's
squeezing the hand of the participant on their right, and they, immediately after feeling
the “pulse”, should transfer it, i.e. squeeze the hand of the participant on the their right. That way,
the “pulse” is transferred across the participants to the one who started the game.

22

The other facilitator can track the time in which the pulse was transferred from the beginning to
the end, and then the game can be played once or twice more in order to try to beat the result
from the first cycle. The participants can try to play the game with their eyes shut.

Reflection:
2.How did you feel?


23



Goals:
•Developing respect for “the others” by familiarizing with their culture
•Establishing interpersonal communication with members of “the other”
ethnic communities

24

I AGE CYCLE (6, 7 AND 8 YEARS OLD)
WORKSHOP I.2.1: HOW DO YOU SAY RED IN ANOTHER LANGUAGE?

Objectives:
·Learning words in the language of “the others”
·Encouraging collaboration with “the others”

Materials:
·paper – each participant gets one sheet, previously divided into two halves with line

All participants sit in a circle. It is explained that the participants will great each other
in both Macedonian and in Albanian/Romani/Turkish, depending on which languages
are spoken in the group. So, for example, it is said that in Albanian Good afternoon (Добар ден)

is Mirëdita, and in Romani – Šukar dive, or in Turkish – Günaydın. Then, each participant in the
circle takes a turn to say Good afternoon in a language/languages that are not Macedonian. In the
following cycle, everyone says Good afternoon in Macedonian, and in the third cycle – everyone
says Good afternoon in a non-mother tongue.

Main activity:
The participants are divided into groups of four or five. Each participant in the frames
of their group gets one crayon in a different color and a sheet of paper to draw on,
which has previously been divided into two halves with a line. The participants are instructed to
draw flowers, sun and grass on one of the halves using the crayon they have. After some time,
they are instructed to make one more drawing, on the other half of the sheet, but this time they
can also use the crayons of the other members of the group, but only if they ask them to borrow
them – one cannot take someone else's crayon without asking them. The question is asked in the
mother tongue in the following way: …(name of participant), could you give me… (name of color)?.

Discussion: Conclusion:
1.Which drawing do you like better, the When we draw or do something
first or the second one? Why?
else, it is better when we can
How are the drawings different?
use more items instead of one.
2.What would it be like if we always used only one crayon? When we are limited in our
3.And are all people the same? Do they look the same? choice to only one thing, it can
Do they talk the same? Are they all important? be boring and not so wonderful.
4.Do we all use the same names for colors? People, just like crayons, differ
5.Do you remember how to say some of the colors in from one another by skin color,
another language? Which one? How? language they speak and many
other things. However, when
everybody is together and feels
the togetherness, most beautiful
things can be achieved.

25

Wrap-up activity:
Everybody sits in a circle. The facilitators explain that they will hand many crayons to
the participants to pass down the circle (everyone receives the crayons from their left
and passes them on their right). On every passing of a crayon, the name of its color is uttered in
the way the facilitator had uttered it at the beginning. The facilitators first pass a crayon and utter
the name of its color in Macedonian, and then pass the next crayon, which is of the same color as
the first one, and utter the color in the other language spoken in the group. The following crayon
of a different color is first named in a language different from Macedonian which is spoken in the
group, and then the following crayon, which is of the same color as the previous one, is named in
Macedonian, and in this way many circles are made with crayons in several different colors. After
the facilitators give each crayon, they make a short break before giving the following crayon.

Reflection:


26

II AGE CYCLE (9 AND 10 YEARS OLD)
WORKSHOP II.2.1: BAKLAVA¹ AND SARMA²

Objectives:
·Developing awareness for the existence of similarities and
differences in the traits of one's own and “other” cultures
·Learning words/phrases in the language of “the others”

Materials:
·colored paper in different colors
·paper towels
·scissors – as many as there are groups (three pairs per group)
·scalpel
·cardboard box – as many as there are groups
·chalk and board

The participants stand in a circle. It is explained that in this game, shapes of baklava
and sarma will be made. The shape of baklava is made when each participant finds a
partner and holds hands with them facing each other, and lifting one's arms to the side so that a
shape of diamond or baklava is made. The shape of sarma is made when two participants hold
hands (just like in baklava) representing the shell/leaf of the sarma, and between them (inside the
leaf of the sarma) there is one participant, who represents the stuffing of the sarma.
The activity goes on by giving two different “commands”:
·baklava – pairs hold hands, making the shape of baklava
·sarma – in groups of three: two participants hold hands and one participant stands between them.
The “commands” are given at random and at each new “command” the existing shapes are taken
apart and new ones are formed
The game is played with an even number of participants, and the total of the even number of
participants needs to be divisible by 3 (for example, 18, 24, 30, etc.) There should always be one
extra participant who is not part of the shapes made, and who needs to give the “command”
according to which they should also try to become part of some of the newly made shapes. The
participant who stays alone (who is not part of any shape) is the next to give a “command”. The
inclusion of facilitators in the game depends on the number of participants – if one participant is
lacking, one facilitator is included in the game, and if two participants are lacking, both facilitators
.
enter the game.
If even after the inclusion of the facilitators, an ideal number of participants, as described
above, cannot be secured, and instead of one person, there are two or three people left standing
in the middle, then all of them together give one “command” and try to find a place in the newly
formed shapes at the same time.
Main activity:
The participants are divided into four groups. Two groups get a task to work on making
“baklava”, and the other two on making “sarma”.

¹Baklava is a rich, buttery, sweet pastry made of layers of phyllo dough filled with chopped nuts or rice and sweetened with syrup.
²Sarma is a dish of grape or sour cabbage leaves rolled around a filling usually based on minced meat or rice.

27

All groups receive the same materials: colored paper (for making the stuffing for the sarma/baklava),
paper towels (for making the leaves/dough sheets), scissors and cardboard boxes (as a pan/pot).
If some group needs to cut the baklava, the facilitators help out with a scalpel.
In the end, the groups present their products, explaining how they made them (what they put in them).

1.Are these dishes prepared at home?
Does that happen often? Some dishes are prepared more often, while
...........
2.On which occasions is baklava some more rarely. Some are prepared on
prepared, and on which sarma? special occasions such as holidays. So,for
example, baklava is prepared almost always
for Bayram, and sarma – for Christmas.
Wrap-up activity:
Everybody is seated as for the game “day-night”. At first it is said (and written on the
board) how to say Day in the languages spoken in the group, and then how to say Night.
Afterwards, it is explained how to play the game: the “commands” are given by only one of the
facilitators, who can only say Day or Night, and the participants then react by lifting their head high
or Day, and lowering their head down for Night. At first, the “commands” are given in one language,

then in another, so that in the end they can be mixed.>>>>>>>> >>>>>>>>
It is very important that there are no punishments for the mistakes made, i.e. when some
participant makes a mistake they are not sent out of the game, but continue to play as previously.

Reflection:

28

III AGE CYCLE (9 AND 10 YEARS OLD)
WORKSHOP III.2.1: VISITING...

Objectives:
·Learning words in the language of “the others”

Materials:
·colored paper in different colors
·replacement for a tray for glasses – as many as there are groups
·paper plates and glasses – as many as there are participants
·scissors – as many as there are groups (two pairs per group)
·chalk and board

At first the facilitators say (and write on the board) how Hello is said in the languages

spoken in the group. Then, at a given sign, everyone at once repeats the greeting five
times in each of the languages spoken in the group.............................................................
Then everybody lines up into two lines (two equal lines, at an 80-100cm distance from one another
and facing one another). Two participants (one from each line, standing on one end) enter between
the two lines and start to move slowly towards the other end, while shaking the hand of every
participant standing on their side of the line, at the same time uttering Hello in a non-mother
tongue. When these two reach the end, they become part of the lines once again, and other two
from the other end enter between the lines and repeat the same procedure. The activity goes on
until all participants pass between the lines, greeting the other participants in the lines.

Main activity:
The participants are divided into four ethnically “clean” groups. Each group gets a task
to think and agree on how to present a situation when someone is visiting them at their
house. They should pay attention that the presentations refer to the typical/traditional customs
which are practiced when visiting someone in a specific culture, and refer to greeting, putting
on/taking off one's shoes, serving drinks and food and seeing the guests out. The groups receive
the materials necessary for preparing the items that will be used when receiving guests by
members of different cultures..........................................................................................
After they have prepared themselves for presentation, each group acts out by miming (without
talking) the prepared situation. In this process, one group member will be the guest, and two will
act as hosts (a husband and a wife). If necessary, the prepared materials for receiving guests will
be described (what they represent, how they were made, etc.).

Discussion:
1.What is characteristic for visiting… (one by one, each culture present in the group is
mentioned)
2.What is similar, and what is different between/among them?

29

Wrap-up activity:
At first, the facilitators say (and write on the board) how one says Good bye, i.e. the
greeting that is usually used when parting, in the languages spoken in the group.
Then, at a given sign, everyone at once repeats the greeting five times in each of the languages
spoken in the group......... ...............................................................
Afterwards, all participants line up in pairs in one part of the room, one behind another. One by one,
the pairs move to the middle of the room, greeting the others by shaking their hand and uttering
the farewell greeting in a non-mother tongue. Then, the members of each pair part in a way that
one of them goes to the left corner, and the other one to the right corner of the room.
Reflection:
2.How did you feel?


30

IV AGE CYCLE (13 AND 14 YEARS OLD)
WORKSHOP IV.2.1: MUSIC, INSTRUMENTS AND FOLK DANCES

Objectives:

Materials:
·handout for participants: Traditional music, instruments and folk dances – one for
each group
·writing set – as many as there are groups

Everybody stands in a circle. Everybody imagines a musical instrument and at a given
sign everybody starts imitating playing it, while also producing the typical sounds. After
a while, one of the facilitators starts clapping and whoever notices them stops playing and joins in

the clapping.
Main activity:
The participants are divided into four groups (two from each ethnic group). Each group
receives one copy of the handout: Traditional music, instruments and folk dances,
which needs to be filled out. The information filled out should not refer to the cultural traits of one's
own ethnic group, but to the cultural traits of the “other” ethnic group, so for example, the
Macedonians will write about the Albanians, and the Albanians will write about the Macedonians.
Here is an example of what the instructions for filling out the handout should sound like:
In the handout, on the line next to Ethnic group, the Macedonians will write Albanians (or
Roma/Turkish, depending on the distribution), and the Albanians (or Roma/Turkish) will write
Macedonians. That means that the Macedonians will need to write what they know about the
traditional cultural traits regarding the music, instruments and folk dances of Albanians (or
Roma/Turkish), and the Albanians (or Roma/Turkish) – what they know about the same traditional
cultural traits of the Macedonians.
The space left open in the questionnaires is for the questions that you would like to ask the
members of the “other” ethnic group regarding a concrete cultural trait, in order to provide
clarification and/or explanation.
After having filled out the handouts, everybody sits in a circle and talks about the traditional
cultural traits regarding music, instruments and folk dances of one of the ethnic groups first, by
having representatives of the two groups belonging to the “other” ethnic group say what they know
about it, and then asking clarifying questions which are answered by members of the first ethnic
group. Then the roles are switched.

31

Wrap-up activity:
The participants stand in a circle. Folk dances typical for the place where the participants
come from and for each ethnic group are danced separately for a short while.
Reflection:
2.How did you feel?


32

Handout for participants: Traditional music, instruments and folk dances

CULTURAL TRAITS

Ethnic group:

Traditional music:

Traditional instruments:

Traditional folk dance:

????:

33

WORKSHOP V.2.2: TEPHONS AND RIPHONS OR RIPHONS AND TEPHONS

Objectives:
·Developing awareness for the importance of cultural identity
·Developing awareness for the harmful consequences of the
attempts of one culture to impose on another culture
·Learning of words in the language of the “others”
Materials:
·handout for participants: Tephons and Riphons or Riphons and Tephons – one part for
each participant (one part to one half of the participants, the other part to the other half)
·A3 format paper – two sheets for each group
·tape
·scissors

All participants stand in a circle. The facilitators explain that a game will be played by
finishing the following sentence It is nice to be… (member of any people in the world)
because… One of the facilitators starts by finishing the sentence saying one people and a reason
why it would be nice to be a member of that people. Then, everybody in the circle finishes the
sentence saying their preferences and the reasons for them.
Main activity:
The participants receive a text from the handout: Tephons and Riphons or Riphons and
Tephons. Attention is paid so that half of the participants sitting next to one another
unnoticeably get the part “Tephons and Riphons”, and the other half the part “Riphons and
Tephons”. After each one has read the text, the participants are divided into four groups, two groups
of the ones with the “Tephons and Riphons” text and two groups of the ones with the “Riphons
and Tephons” text. Each group receives two sheets of A3 paper and crayons with a task to draw
one Tephon and one Riphon. At the end, the drawings are put up on the board, with the Tephons
on one part, and the Riphons on another part of it.
Conclusion:
Discussion:
People tend to experience and describe themselves or
1.Are all Tephons from the
the members of their group in a positive light, most
drawings the same? Are all often creating an ideal picture, whereas the
Riphons the same? representatives of some other group are experienced
2.Why do Tephons, or Riphons, differ and described in a negative light. That contributes to
from one another in their groups? the strengthening of stereotypes and prejudices of the
3.Who would be the author of the text ones towards the others and vice versa.
“Tephons and Riphons”, and who of The messages that we receive from the youngest age
“Riphons and Tephons”? both at home and at school (teachers, peers) and from
4.Why do Tephons and Riphons represent the media contribute to the creating of a negative
themselves and the others in that way? picture for the others
The general tendency is to always blame “the others”
5.Are Tephons and Riphons present in
and they to be responsible for everything, without even
everyday life? Can that be illustrated by identifying part of the responsibility in oneself (one's group).
an example?

34

Wrap-up activity:
Everybody sits in a half circle. Every participant, one by one, comes and sits in a better
chair in the open part of the circle and says one thing that they like about members of the
other community, or something which is related to the other community.

Reflection:
2.How did you feel?


35

Handout for participants: Tephons and Riphons or Riphons and Tephons

-"------------------------------------------------------------------------------------
TEPHONS AND RIPHONS
You, Tephons, are students in the “Hope” high school. You find it nice and interesting at
school. You help one another, especially those in trouble, and when there is some kind
of injustice – you always react. You are very industrious and dedicated and you always
try to make the school a better place for living, you respect the teachers, you behave
well, you are always cheerful and pacifist. You are most interested in learning.
Everything would have been wonderful at your school if Riphons didn’t attend it, too. As
if they were made for troubles – they are true troublemakers. They create some
problem at school every day. They are true provokers and they always tease you,
Tephons. When they appear on the playground, you Tephons need to step aside. The

Riphons always frown, as if the whole world did them wrong. They play truant, they are
lazy, and they don’t even respect the teachers. When something gets damaged at
school, it goes without saying that they did it, but even then, everybody suffers,
including you. In their backpacks, one can find items to be used in fighting and making
problems, but one cannot find books.
-"------------------------------------------------------------------------------------
RIPHONS AND TEPHONS
You, Riphons, are students in the “Hope” high school. You find it nice and interesting at
school. You help one another, especially those in trouble, and when there is some kind
of injustice – you always react. You are very industrious and dedicated and you always
try to make the school a better place for living, you respect the teachers, you behave
well, you are always cheerful and pacifist. You are most interested in learning.
Everything would have been wonderful at your school if Tephons didn’t attend it, too.
As if they were made for troubles – they are true troublemakers. They create some
problem at school every day. They are true provokers and they always tease you,
Riphons. When they appear on the playground, you Riphons need to step aside. The
Tephons always frown, as if the whole world did them wrong. They play truant, they
are lazy, and they don’t even respect the teachers. When something gets damaged at
school, it goes without saying that they did it, but even then, everybody suffers,
including you. In their backpacks, one can find items to be used in fighting and making
problems, but one cannot find books.
-"------------------------------------------------------------------------------------

36

VI AGE CYCLE (17 AND 18 YEARS OLD)
WORKSHOP VI.2.2: QUESTIONS AND ANSWERS

Objectives:
•Developing awareness for the existence of separation along
ethnic lines and how that influences the interaction between
the different ethnic communities
•Learning of words/phrases in the language of “the others”

Materials:
·handout for facilitators: Identifying the problem
·handout for participants: Persons – previously cut into pieces, one piece for each
member of each group
·tape
·scissors
·chalk and board

The participants sit in a circle. The facilitators say (and write on the board) the
questions for Am I male? and Am I female? and how one responds: Yes and No in the
languages spoken in the group. .......................................................
Then, each of the participants in the circle needs to pose one of the questions in a non-mother
tongue to the person sitting next to them and get an appropriate answer in the same language. It
is started with the question: “Am I female?,” and then it is continued with the other question (“Am I
male?”), regardless of the sex of the person asking the question and this continues alternately. The
question is always asked in a non-mother tongue, and the answer is given in the language in which
the question was asked. .
The facilitators say (and write on the board) the questions for Am I young? and Am I old?. Then,
each of the participants in the circle chooses which question (regarding young or old) they will ask
aloud, but always in a non-mother tongue and in accordance with the person's gender. An answer
is not expected.....................................................................................
Then, the participants are divided into four groups. In each group one volunteer needs to guess a
famous person, whose name is stuck to their forehead (handout for participants: Persons). The
guessing is done by asking yes-no questions for the others to answer.

Main activity:
The participants sit in a circle. One of the facilitators chooses four volunteers (two girls
and two boys), who need to help the solving of a problem and they are proclaimed as
experts. The facilitator briefly leaves the room with them to give them instructions, just like they are
written in the handout for facilitators: Identifying the problem.
The “experts” agree on a strategy for asking questions before the facilitator gives them a sign to
enter the room.
While the “experts” are planning outside, the other facilitator gives instructions to the group in the
room (in accordance with the handout for facilitators: Identifying the problem).
Then the “experts” are called in to identify the problem.
After five minutes the most, one of the facilitators asks them to step out of the room and offer
solutions to the problem.

37

After five minutes the most, they come back to the room to present their “findings” as a group.
After presenting the “findings” of the “experts”, one of the facilitators explains the rules which were
valid for the “experts” and the rules which were valid for the others. They particularly apologize to
the “experts” for having put them under a delusion on purpose.

Discussion:
1.(for the “experts”): Did you have an
impression that you were being listened
Conclusion:
to when asking questions? Why? How did you feel When there is ignoring in communication,
when you were asking questions? Why? Did you that influences the relations so the parties
start selecting who you will be asking questions? are distanced from each other or further
2.(for the others): How did you feel when you were communication is stopped............................
supposed to ignore the ones who were asking you When communication happens between
questions? ?????????????????????????????????????? members of different communities, the
3.Are there similar situations in the everyday ignoring has a discouraging effect and
life – some people speak, and others ignore them? facilitates the process of creating a
What are the consequences to communication when n e g a t i v e p i c t u r e o f t h e “ o t h e r s ”.
there is ignoring? What if the communication takes In everyday life, communication/socialization

place between Macedonians and Albanians with ethnically different people is more a
(or Turkish/Roma)? ?????????????????????????? rare, rather than a normal occurrence.
4.Who do we communicate more in our everyday Each community has typical places for going
life with, Macedonians or Albanians (Turkish/Roma)? out and there is not much mingling in
Do we communicate with the “others” at all? this respect................ ..........
5.To what places (cafés, restaurants, discos…) do Avoiding contact with others feeds the
we go more – to typically Macedonian or typically process of parallel coexisting, as an
Albanian (Turkish/Romani) places? Why?????????????? alternative to relations of interdependence.
6.Does that illustrate the nature of the everyday life Quality socializing with the “others” based
in the city? Do we have dual/parallel stores, on mutual respect leads to more harmonious
supermarkets, pharmacies, green market, relations, but also to increasing the chances
playgrounds, residential buildings, business for advancement in the area of interest.
organizations, municipality council… a dual/parallel city?
7.What are the consequences of non-communication,
non-socialization and non-cooperation with the other
communities on the municipal level?

Wrap-up activity:
All participants are gathered in a group, standing in one place in the center of the room.
The group becomes dense. Then, with the arms lifted high up, everybody needs to hold
hands with two other participants – with one participant using one hand and with another one using
the other hand. That way, a “knot” is formed, which needs to be untied in a way of moving without
letting each other's hands. The game finishes when all participants form one or more circles
(independent or intertwined), holding hands, regardless of whether they are facing the inner or
outer side of the circle.

Reflection:
2.How did you feel?

38

Handout for facilitators: Identifying the problem

Instructions for the “experts”:
·You have been invited to come as experts in order to identify the problem of
the group (the other participants) and to offer solutions.........................
·You may only ask yes-no questions.......................................................
·It is advisable to approach the members of the group individually and to ask
many of them questions, and not to stick to only two or three of them.
·You will have five minutes to ask questions in order to identify the problem
and five more minutes to discuss separately about the possible solutions.

Instructions for the group:
·You can only respond to the questions that will be asked of you with Yes or No.
·The Macedonians can only respond if they are asked by Macedonians, and the
Albanians only if they are asked by Albanians (Roma by Roma/Turkish by Turkish);
if a Macedonian asks an Albanian (Roma/Turkish), the Albanian (Roma/Turkish)
should ignore them, and if an Albanian (Roma/Turkish) asks a Macedonian, the
Macedonian should ignore them (the ignoring is achieved by averting your eyes,
touching your shoes, talking to the participant next to you…)....................
·If the questions refer to the relations between Macedonians and Albanians
(Roma/Turkish) in the group (for example, regarding mutual communication,
socializing etc.), you will respond with Yes. To every other question, you will
answer No.

39

Handout for participants: Persons

Note: On the pieces of paper given below, there are names of a few persons
who are now famous or popular. The facilitators can offer other persons as
an addition or as a replacement, if they reckon that some of the offered
persons is not popular at the moment or there is no person who is a member
of some of the ethnicities to which the participants in the group belong.

IGOR DZAMBAZOV

-"----------------------------------------------

ADRIAN GAXHA
-"---------------------------------------------

ESMA REDZEPOVA
-"----------------------------------------------

ANGELINA JOLIE

40

PROJECT WORKSHOPS

Goals:
· Encouraging collaboration with “the others” through accomplishing of

PROJECT WORKSHOPS
common goals
· Understanding the need for interaction with “the others” on an equal
basis
· Establishing interpersonal communication with members of “the other”
ethnic communities

Objectives:
· Creation of “products” of common interest
· Developing awareness for equal treatment of the different ethnic
communities
· Encouraging collaboration among the members of the group
· Encouraging the participants to reach group decisions about issues of
common interest

41
5

WORKSHOP V.3.1: SCANNING THE SCHOOL

Materials:
·handout for participants: Checklist for visual material – several copies for each group
·handout for participants: Checklist for textual material – several copies for each group
·handout for participants: Checklist for labels – several copies for each group
·handout for participants: Checklist for gender – several copies for each group
·handout for participants: Planning of the activities – one for each group
·writing set
The participants are grouped into groups of four or five. Each group receives a task to
use their bodies to make a monument of a famous person from the present time. One
representative from each group or the whole group together presents their monument, without
saying who the person is, while the other groups guess what the person represented by the
sculpture is famous for. After several attempts to guess (successful or not), the group says and
presents the person represented with the sculpture.
Main activity:
A discussion with the participants is started about where all visual material can be seen
in the school – pictures and drawings, hung on walls or displayed in a different way in
the school. ........................................................................................................
The same is done for the textual material. The group also discusses about what all is presented in
the material (national heroes, scientists, writers, poems about them etc.).
In addition, it is explained to the participants that they are expected to check the visual and textual material
in their school by registering their answers in special checklists.
The participants are divided into four groups, paying attention that in each group there is a
balanced number of participants who study in different languages, i.e. a balanced number of

PROJECT WORKSHOPS
members of different ethnic groups, as well as a balanced number of participants by gender.
Groups may be formed by counting, after the participants have lined up according to the language
of instruction/ethnic background, and then within these groups by gender as well.
Each group receives several copies of the same handout (same checklist) with explanation that they
will have to fill it out while visiting each of the places listed in the checklist. The way of filling
in is explained according to the following instructions:
·Checklist for visual material. In order to fill it out, photographs, drawings, paintings, wall
posters, different symbols (such as flags, coats of arms, logos) and other visual materials
displayed in the places listed in the handout (principal's office, teachers' lounge etc.) should be
observed. The content of each displayed visual material is registered in the checklist separately
(ex. yearbook poster of students graduated in the school year 2009/2010, picture of Goce Delcev,
drawing of Mother Theresa, the flag of the country, advertisement for a karate club...) for
each of the listed places in the school, and if possible, it should be listed to which
ethnic community it refers or which ethnic community finds that visual material closer or
more significant. It is done by using abbreviations (MAC, ALB, ROM etc.). If the visual
material is relevant to all, a special word (ALL) is used. At the bottom of the table (in Total)
the sums for each ethnic community are calculated separately, as well as those that refer
to all ethnic communities.

42

Handout for participants: Checklist for visual material

Ethnic
Place Content
community

Principal's office

Teachers' lounge

Office of the school
pedagogue/psychologist

Corridor outside the
administrative offices

classrooms

PROJECT WORKSHOPS
School entrance and hall at
the entrance

Four classrooms with
different languages of
instruction

Library

Total

44

·Checklist for textual material. In order to fill out this checklist, the songs, essays,
quotations, thoughts, advertising and other written messages displayed in the places listed in
the handout (principal's office, teachers' lounge etc.) should be read. First, the language the
text was written in is registered in the checklist (using abbreviations: ALB, MAC, TUR etc.),
and after that the content of the displayed written material is registered (ex. a thought about
learning, an advertisement for a karate club…) for each of the listed places in the school. If
possible, the ethnic community it refers to or finds that written material closer or more
significant is listed (again by using abbreviations), and if the written material is relevant to all,
a special word (ALL) is used. At the bottom of the table (in Total) the sums for each language
and for each ethnic community are calculated separately (as well as those that refer to all
ethnic communities)...........................................................................................
·Checklist for labels. It is filled out by registering how each room in the school has been
labeled – in which language/s the labels are written: if they are written in one (which one) or
more (which) languages. If they are written in two or more languages it is registered which
language is written first, which second etc. At the bottom of the table (in Total) it is listed how
many times in total the one, the other or possibly the third language appeared as first in all
reviewed labels in the school.
·Checklist for gender. In order to fill out this checklist, the photographs, drawings, paintings
and wall posters that illustrate well-known or neutral people should be observed so as to see
where male, and where female characters, have been displayed. The content of the displayed
visual material is first registered in the checklist (ex. picture of Goce Delcev, drawing of Mother
Theresa, wall poster with three male karate masters...) for each of the listed places in the
school, and after that it is registered how many female and male characters have been
represented in that content. At the bottom of the table (in Total) the sums of male and female
characters presented in the visual material in the school are calculated.
After the task is explained, all groups receive one copy of the handout for participants: Planning of
the activities. In order to fill it out, first the participants in every group need to agree how many of
them will go to the listed places, but there is one condition: the group has to be always ethnically
mixed/balanced. After that they need to agree who will visit which place and their names are written

PROJECT WORKSHOPS
in the section titled responsible for the realization of the task (it should be noted that one
participant in one group can be a member of more such small subgroups). The listed responsible
persons agree on the time when they will implement the task and register that in the table under
period for implementation of the task. In the end, each subgroup needs to take one copy of the
checklist that they need to fill out.

Wrap-up activity:
The participants are divided into small groups. Each small group should think of a way
to pose in front of the other groups so as the other participants could guess what kind
of sports team they are representing. After they reach an agreement, one group poses and the
others guess.

43

Handout for participants: Checklist for textual material

Ethnic
Language Content
Place community

Principal's office

Teachers' lounge



classrooms

PROJECT WORKSHOPS
the entrance

instruction

Library

Total

45

Handout for participants: Checklist for labels

PLACE Language/ languages Order of the languages

Principal's office

Teachers' lounge


Other administrative
offices

Classrooms

School entrance

PROJECT WORKSHOPS
Busts, monuments,
memorials

Library

Written first in __________ language in total



46

Handout for participants: Checklist for gender

Place Content Female Male

Principal's office

Teachers' lounge



classrooms

PROJECT WORKSHOPS
the entrance

instruction

Library

Total

47

Handout for participants: Planning of the activities

Team from the school _______________________________ from ______________

Team members:
__________________________ __________________________
__________________________ __________________________

__________________________ __________________________
__________________________ __________________________

TASK: Checking the place RESPONSIBLE for the realization PERIOD for implementation of the
of the task: task:

1.Principal's office

2.Teachers' lounge

3.Office of the school

PROJECT WORKSHOPS
4.

5.

6.

7.

8.

48

WORKSHOP V.3.2: PRESENTATION OF THE RESULTS FROM THE RESEARCH

Materials:
·handouts from the previous workshop (filled out by each group)
·flipchart paper
·paper
·markers
·tape
·camera (or mobile phone with a camera)
·printer

Main activity:
The facilitators give the groups that were formed in the previous workshop for scanning
the school previously prepared flipchart paper on which the checklist from each group
is copied separately. The participants register the answers they have reached for each category in
these checklists. After that each group presents the results prepared in this way.

1.What is the textual and visual
material in the school like? Are all It is desirable for the visual and textual
communities represented in it?.......... .......... material in the school to be balanced, to refer
2.Is there an equal representation of male and to all communities that attend that school, and
female characters?............ ............... to both boys and girls. If the instruction in the
3.Is some of the languages more frequently school is delivered in at least two languages, it
present or is more frequently written first? is important for the labels to be bilingual and to
What does that imply?............... ...................? make sure that no language is given a priority
4.Are you satisfied with the way and how much because ONLY in that way the message that all
are equal and respected is sent.

PROJECT WORKSHOPS
the different communities are represented?
5.Are you satisfied with the way and how much Note: if a misbalance in the visual or textual
male and female characters are represented? material is observed, it is very important NOT
to look for the people accountable or
responsible for that situation. It is important to
Wrap-up activity: recognize the existent situation as a
A photograph is taken of each precondition for undertaking actions for its
group separately. In the end a improvement.
photograph is taken of all groups together.
If possible, the photographs are printed and exhibited in a visible place and/or are uploaded to the
school web page.

49

WORKSHOP V.3.3: IDEAS FOR CHANGE

Materials:
·paper
·flipchart paper
·writing set
·markers
·chalk and board
·camera (or a mobile phone with a camera)
Everyone stands in a circle and two volunteers are first asked to have a look at the
participants well, and then to go out of the room while other two participants are
exchanging parts of their clothes (jacket, vest, sweater, or something else that is easily taken off
and would not make them feel uncomfortable), shoes, or jewelry that could be more easily noticed.
The goal is, when the volunteers come back in the room, to jointly guess, from three tries, which
participants have made an exchange. When they guess right, or have tried three times already, the
participants who made the exchange go outside to prepare for guessing, while other two
participants in the room make the new exchange of clothes/shoes/jewelry. The activity can be
repeated once or twice more.

Main activity:
Groups of four or five participants are formed and each group has to offer ideas how
to design the visual and textual material in the school so that it would show that there
is a multicultural 'atmosphere' in the school, which ensures equal treatment of all ethnic
communities present in the school, and of both boys and girls....................................................
After the group work is finished, the ideas are presented in front of the whole group. The facilitators

PROJECT WORKSHOPS
write them on the board and at the end they help assess how much each of the ideas can be
implemented. Those ideas that are assessed as possible are separated and a delegation from the
whole group (ethnically and gender balanced) is assigned to present them as suggestions for
change in front of the school management and administration.

Wrap-up activity:
A relaxed atmosphere is created and the participants are called to come up to the
board spontaneously, whenever they feel like it, to write on the board, in several words
or sentences, something from the socialization or the work on this project activity that they liked.
In the end, pictures can be taken of the participants and/or the messages on the board, or if the
facilitators want to keep the messages, the same activity can be done on several sheets of flipchart
paper put on several desks throughout the classroom. It is recommended at the end to read them
aloud (and simultaneously translate them, if necessary) and to give a big round of applause.

50

BIBLIOGRAPHY

In this manual are used adapted materials previously designed by the expert's team of the
Center for Human Rights and Conflict Resolution for the needs of different educational programs:

Petroska-Beshka, V. (2002). Abra – mir – dabra, Peace education, 1 and 2. (manual for internal use).
UNICEF in collaboration with the Center for Human Rights and Conflict Resolution
.
Petroska-Beshka, V., Najcevska, M. and Popovski, M. (1999). Appreciating Differences.(manual for
implementers).Ethnic Conflict Resolution Project – Faculty of Philosophy, Skopje.

Petroska-Beshka, V., Popovski, M. and Abdulai, J. (1997). Understanding the Conflicts.(manual for
implementers. Ethnic Conflict Resolution Project – Faculty of Philosophy, Skopje.

51

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