• This simulation aims to help groups examine how to function cooperatively, how group decisions are made, how functions are distributed, and how to operate under stress.
• Introduces some basic elements of nonviolent action and builds teamwork in the group.

• 2 large rooms, one of which has lots of tables, boxes, chairs, etc.
• Enough banadanas/large kerchiefs for all the participants

NOTE: This simulation works best with 8-25 participants. If there are more, divide the group into two separate groups and run the set-up, simulations, and debriefs separately, so four trainers are desirable. (If necessary one trainer can handle each one, but it's a stretch.) With two separate groups, you'll need four rooms. In a pinch, it may be possible to use a wide hallway for constructing one of the obstacle courses. Outdoors is often quite feasible.

1. At least two trainers are needed. Trainers begin by telling the group the aims of the simulation and a brief outline of its stages. The group will have two chances to go through an obstacle course. The first time will be short, to test out process and signals. After a short caucus time, to improve signals, they'll go through a second obstacle course that is longer and more challenging.

2. Inform participants that (a) they will have 10 minutes to develop a process for getting through the course; (b) while in the obstacle course only one person, "the eyes," may have his/her eyes open, and "the eyes" may not touch or speak to the other group members in any known language. "The eyes" will know the route of the course. k(c) The rest of the group may touch or speak, but everyone except "the eyes" must keep his/her eyes closed. (banadanas over eyes recommended.) Note: Trainers should avoid calling the person with her/his eyes open "the leader." Everyone may speak and participate during the 10 min. decision-making period prior to going into the obstacle course.

3. Pause to answer questions.

4. Give the group its first 10 minute planning time. One of the trainers should observe the group process and periodically inform the group how much time it has left. The trainer should look for: how "the eyes" was selected, how the people at the front and back of the line were selected, the group's criteria for "leadership," how signals were developed, how the group approached the task, participation levels of group members, participation and roles of women and men, how agreements were reached, etc.

5. One trainer should go to the unoccupied room and set up an obstacle course of tables, chairs, etc. The first course should be short, three or four obstacles, and might involve crawling under a table, going around several chairs, and then over another table. It should take 10-15 minutes for the group to go through the course.

6. At the end of the planning time the trainers show "the eyes" the maze; walk her or him through it.

7. The trainer and "eyes" return to the group. Participants are asked to line up, if that's the tactic they've chosen, and close their eyes. Remind them that the game will be more effective if they keep their eyes closed and the goal is for the entire group safely to go through the obstacle course to the end.

8. The group should always be allowed to complete the first course or it may become demoralized. If the group failed to develop an adequate process and is in total chaos, encourage it to go back to the first room, correct its signals, choose new "eyes" or restructure the line. Move to step #5.

9. After the participants have successfully finished the first course, give them five minutes to polish their signals. Everyone can talk and see during this period. One trainer observes group dynamics while the other sets up the second obstacle course, about six or seven obstacles.

10. At the end of five minutes, "the eyes" should be shown the second course. Remind the group that it will encounter some unusual obstacles this time.

11. The group begins the course as before. The trainers, however, will hassle people, subtly at first and more aggressively later. The purposes of this harassment are to increase stress, simulate surprise and new information, and provide learning opportunities in the moment for the group to make decisions and increase its cohesion under greater challenge. Facilitators make the task increasingly more difficult but not impossible: completion should not take longer than 15 minutes or so.

12. Early harassment might include whispering to one of the people in the line, "Will you please come with me, it's part of the game" and then leading a portion of the group away from the task at hand; blowing in people's ears, mild tickling. Later harassment might include bodily breaking the line apart, kidnapping members of the line, sprinkling parts of the line with water. Toward the end of the course the trainers should decrease or end harassment so the task can be completed. And, of course, safety first! Participants can lash out suddenly at trainers, or accidentally hit each other. And don't harass while someone is carefully negotiating a tough obstacle.

13. After completion participants need 5 minutes or so to blow off steam, share excitement, etc. Leave that unstructured. Participants usually want to see the course. Start the debrief with: "what happened?" and let people talk or move about.

14. After the initial excitement has been shared, facilitators guide the debrief in three areas: (a) how the group functioned going through the course (especially what worked), (b) how the group made decisions during prep, and (c) what are connections they can make to what they might encounter in their work.

Here are some specific debrief questions for each of the three topics:

(a) How did you feel in your role as a member of the line? How did the people with special roles, like "the eyes" and the persons at the head of the line and at the rear of the line, feel and perform? Where did you get your support? What communication system was developed and how did it work? Did you get the information you needed in a timely way to get through the course? How did you handle new experiences? Stress?

(b) How did you make decisions in your planning time? Who participated actively and who didn't? Was a participant facilitator chosen to help the group make decisions?

(c) Which experiences did you have that are something like real life for an activist? Is it the case that sometimes one or more individuals have more information than others ("the eyes")? How do you handle that? What lessons can you learn from this simulation that might serve you well when you're operating in an affinity group under stress in Palestine?

Note: It's not unusual for this exercise to lead to some participants feeling distrustful or even hostile toward the trainers, so encourage any venting people want to do. Don't be defensive; other participants will likely see that simulation of group behavior under stress can be excellent training for action. Certainly the attitude of the trainers throughout needs to be highly respectful of how difficult it can be to complete the obstacle course, and be sure to affirm the group's flexibility, resilience, internal support, or anything else specific that the group did well. (The game is called "the elephant game" because participants usually link in single file like circus elephants holding on to each other's trunks and tails.)

Resource Manual for a Living Revolution by Virginia Coover, Ellen Deacon, Charles Esser, Christopher Moore, published by New Society Publishers, 1977, out of print.

• Printer-friendly version
• Send to friend
• PDF version