16. The Revolution of Dignity Through the Lens of Diverse Experiences

Activity objective

To highlight the multidimensional nature of the Revolution of Dignity and help participants understand that complex sociopolitical and controversial issues rarely have simple or clear-cut answers, while encouraging them to develop an independent and well-informed civic position through the critical analysis of diverse arguments and perspectives. 

Expected learning results

The participants can:

• analyze the events and consequences of the Revolution of Dignity from multiple perspectives, taking into account political, social, economic, and regional factors;
• articulate and justify a position from the perspective of an assigned character (role), even when it differs significantly from their own personal beliefs;
• demonstrate historical empathy by understanding the motivations of people with different life experiences and perspectives;
• recognize the importance of inclusive dialogue, human dignity, and respect for diverse opinions as fundamental principles of a democratic society.

Description of the activity

This simulation activity is designed to help young people develop empathy, learn to view complex historical events from multiple perspectives, and understand the motivations of people whose views may differ significantly from their own.
From the list of roles below (Appendix 1), select those relevant to your group. You may also suggest your own role descriptions using the template. It is important that the roles include people with diverse life experiences, ideological beliefs, and other perspectives.
Print out the role descriptions and cut them out. The number of roles should correspond to the number of participants in the group. Some roles may be assigned to more than one participant. Explain the rules: Ask each participant to pick one role and give them time to “get into” it. Explain that, for the purpose of the activity, they should try to put themselves in the shoes of their assigned character and think as that person would think. Allow 3–5 minutes for the participants to read the role description and imagine themselves in their character’s place. 
From the list of statements below, select 5–7 that will be of interest to your group. You may also prepare your own statements using the example provided.
Divide the room into two parts (you can use masking tape to do it) and explain that you will read a series of statements. The participants who think their character agrees with a statement should stand on one side of the line, while those who think their character disagrees should stand on the other (you can also place signs reading “Agree” and “Disagree” on the corresponding sides). It is important to emphasize that the participants choose their position from their characters’ perspectives, not their own. The farther the participants stand from the line, the more they agree or disagree. Standing on the line indicates that they are undecided. Read each statement aloud and invite several participants to explain their position. Emphasize that during the follow-up discussion you will ask some participants to explain their position without mentioning the role they represent. 
Read the first statement from the list. Once the participants have taken their positions in the room, ask a few representatives from each side of the line (including those on the line) to explain their choice. Repeat the same procedure for all the prepared statements.
Stepping out of roles: After discussing the last statement, give clear instructions for everyone to set their role cards aside and say their names: “Take a deep breath in and out, and set your role card aside. Say your real name out loud. Now you are yourself again.” Suggest a short grounding exercise (for example, patting oneself on the shoulders, turning around a few times, doing a physical exercise, or even leading a short dynamic warm-up) to help participants reconnect with their real ‘self’.
Optional: Ask the participants to have a foot debate on the same statements, this time expressing their own views. This part of the exercise can be time-consuming, so consider the group’s capacity and the time available. Do not replace the reflection phase with this part of the exercise!
Once the discussion of all statements is complete, ask the group to sit in a circle for a reflection session.
List of statements:
Here is a more natural and idiomatic version, while keeping the statements suitable for a discussion/debate activity:
Dignity and Freedom Day should be celebrated in schools and universities primarily as a day of victory and glory, without any mention of grief, trauma, or loss of life.
Humanitarian aid—preparing food, collecting medicines and warm clothing, and street cleaning—contributed far more to the Maidan’s victory than participation in political debates.
All Ukrainian citizens, regardless of the region in which they live, perceive the symbols of the Revolution of Dignity—such as flags, the national anthem, and slogans—in the same way, and these symbols unite them.
During peaceful rallies, citizens have the right to block streets or pitch tents on the roads if the authorities repeatedly refuse to address their demands.
The Revolution of Dignity established the Ukrainian language as the sole marker of patriotism and ignored the significant contributions of Russian-speaking or other non-Ukrainian-speaking citizens to the protest.
During fierce street clashes, journalists were required to remain completely neutral, reporting on the positions of both the security forces and the protesters equally, without any personal emotions or judgments.
The protesters’ use of ‘Molotov cocktails’ and paving stones against the armed police after the first violent clashes was justified self-defense, not a breach of the principles of peaceful protest.
To avoid a societal divide, the state must introduce a single mandatory history textbook that presents the only approved interpretation of the Maidan and ban alternative views of these events in schools.
Religious organizations and churches had to distance themselves from the Maidan and refrain from providing shelter or medical assistance to protesters to avoid violating the principle of the separation of church and state.
The demolition of Soviet-era monuments and the mass renaming of streets during the Revolution of Dignity were the main factors in uniting Ukrainian society around new values.
Ukraine’s pursuit of integration with the European Union and NATO is exclusively an internal matter and should in no way affect or provoke neighboring states.
During mass riots, law enforcement officers are obliged to carry out any orders from their superiors unconditionally, as they have sworn an oath to defend the state system and public order. 
The involvement of foreign diplomats and ministers as mediators in the February 2014 negotiations between the Maidan and President Yanukovych demonstrated Ukrainians’ inability to resolve their political crises independently.
To preserve territorial integrity and peace after February 2014, the new government had to compromise by declaring a general amnesty and abandoning the prosecution of former senior officials. 

Reflection

Tips for teachers/ educators

Ensure psychological safety. The topic of the Revolution of Dignity is sensitive and emotionally charged. Before you begin, establish clear rules of mutual respect: “We are exploring social roles, not judging our classmates”; “We criticize ideas and arguments, not the person.” No participant should be pressured because of the views expressed by their character.

Handling ‘difficult’ and unpopular roles. Some teenagers may receive emotionally challenging roles (for example, a Berkut riot police officer or a ‘titushka,’ i.e., a hired thug). Make it clear to the group that these roles are not intended to justify violence or the actions of any particular group but to help them understand the socio-political mechanisms of the conflict. Support students in these roles by emphasizing that playing an unpopular character demonstrates acting skill, maturity, and critical thinking.

It is essential to step out of the role. Do not skip this part of the exercise! Teenagers may become too emotionally engaged in their roles and carry the argument into break time or their everyday interactions. Give clear instructions to set the cards aside, say their names, and do a short grounding exercise (for example, patting themselves on the shoulders, spinning a few times, doing a physical exercise, or even a short dynamic warm-up) to help them return to their real ‘self.’

Be a facilitator, not a judge. Refrain from making judgments such as ‘That’s a valid point’ or ‘You’re wrong here.’ Instead, use open-ended questions: “Where does your character’s belief come from?”  “What exactly is this person afraid of?” and “What values are they defending?” Your goal is to help students explore the character’s intrinsic motivation, not to pass moral judgment.

Pace and time management. The discussion should be dynamic. Don’t let the students focus on just one point. Get 3–4 good arguments from each side, then move on to the next point.  Avoid devoting too much time to any one statement—the recommended time is up to five minutes per statement. This pace will leave ample time for reflection and follow-up discussion. 

Recognize courage. If someone stands alone in defending their character’s position, thank them for expressing a different perspective and protect them from peer pressure.

Required materials

• A room or other area large enough for participants to move around freely;
• Masking tape (it is optional because you can divide the room into two parts by simply drawing a line);
• Sheets of paper with the phrases “I agree” and “I disagree” printed or clearly written on them (optional);
• Role cards for all participants;
• A list of statements (these can be displayed on a slide so that participants have time to read them). It is important that these statements appear one after another, rather than all at once);
• Chairs for everyone to sit on during the reflection session

Authors/Copyright

Viktoria Boyko, the Maidan Muzeum (idea); Chrystyna Chuszak, European Wergeland Center (activity development)

Appendix