Step Into Someone Else’s Shoes: Let’s Talk About the Revolution of Dignity

Description of the activity

1. Prepare cards in the shape of a footprint. You will need as many cards as you have participants in the activity, multiplied by the number of questions you wish to ask (for example, if there are 15 participants and you plan to ask 3 questions, you will need 45 footprint cards). Additionally, prepare a dozen or so extra cards with footprints in case you require them.
2. Prepare several open-ended, thought-provoking questions on the topic, or use those suggested in this activity.
3. On the extra copies of the ‘footprint,’ prepare and write down in advance various answers to the questions you plan to use in the activity: preferably ones that the participants are less likely to mention, but no more than 2–3 sentences.
4. Arrange the chairs in a circle and place the card(s) with the ‘footprint’ next to each chair.
5. Ask the question you have selected and request the participants to write their answer on a card in silence—no more than 2–3 sentences. No need to write your name on the answers!
6. Collect all cards, shuffle them, and place them face down on the floor in the middle of the room, along with the cards you prepared earlier.
7. Each participant picks a random card from the pile and reads it to themselves.
8. Ask a volunteer to stand up, find a free space in the room, and read out the opinion from the card they have chosen.
9. The other participants check the opinions on their cards, and if they match those of the volunteer, they go and stand next to him/her.
10. The next volunteer reads their card and chooses where to stand, based on how similar it is to the first one—the greater the similarity, the closer they stand; the lesser the similarity, the further away.
11. Repeat the process until all participants have picked their spots.
12. Ask participants to look around, note the range of opinions in the room, and return to their original places.
13. If necessary or desired, you can ask the next question and repeat steps 2–9.
14. Once you have discussed all the questions you planned (we do not recommend more than 3-4 questions at a time; even one question is sufficient for this activity), ask everyone to sit in a circle and take a moment for reflection.

Activity objective

Young people often stick to a single viewpoint in a given situation and fail to consider other perspectives. An important task for educators is to help them identify and appreciate alternative opinions. This activity is designed to teach young people to examine, analyze, and discuss issues from different perspectives and to consider alternative opinions.

Expected learning results

The participants will:

• Recognize the complexity of controversial issues and the diversity of perspectives on historical events;
• Express their views on complex issues;
• Practice active listening and respect for alternative points of view.

Sample questions 

1. Who or what was the main driving force behind Euromaidan—young people, civil society, opposition politicians, or some other factor?
2. In your opinion, was the Revolution of Dignity unavoidable, or could it have been prevented? Why?
3. What was the main cause of the Revolution of Dignity?
4. In many publications, Euromaidan is referred to as a revolution; in some, as a coup. What do you think? And why?
5. In your opinion, did the goals of Euromaidan justify the sacrifices and losses suffered by Ukraine? Why?
6. What is the main achievement of the Revolution of Dignity for Ukraine today?
7. In your opinion, has Euromaidan transformed Ukraine for the better, or do the problems that triggered it persist? Please explain your answer.
8. Who bears the main responsibility for the tragic events of February 2014?
9. In your opinion, can the Revolution of Dignity be considered over, or is it continuing? Why?
10. What was more important to the Maidan participants—integration with Europe or the fight against corruption and injustice? Why?
11. How did the Revolution of Dignity shape the identity of Ukrainians?
12. How is the Revolution of Dignity connected to the current war for Ukraine’s independence?
13. What does the rest of the world know about the Revolution of Dignity? How did the Revolution of Dignity affect global events?
14. Is the Revolution of Dignity over? Why do you think so? Explain your response.
15. How did Euromaidan / the Revolution of Dignity impact Ukraine’s history?
16. How has the Revolution of Dignity impacted the current situation in Ukraine?
17. What was the level of support for Euromaidan among the Ukrainian people? And what about the international community?
18. What events prompted the transformation of Euromaidan into the Revolution of Dignity?
19. Why is Russian propaganda seeking to discredit the Revolution of Dignity?
20. Why didn’t anti-democratic regimes support the protesters on Maidan?
21. Can the Revolution of Dignity be considered a crucial stage in Ukraine’s nation-building? If so, why? Explain your answer.

Sample answers you can suggest:

Question 1

“It all started with the students. They just wanted to join Europe, not return to a Soviet-style system, so they were the first to take to the streets. When they started beating them for no reason, the whole country rose.”

“The cause was the dissatisfaction of small businesses, because the policies of Yanukovych and the Azarov government were oppressive.”

“If it weren’t for the internet and social media, no one would have managed to get together so quickly.”

“Maidan was organized by opposition politicians because the Yanukovych regime left them no other way to oppose his policies.”

Reflection

Tips for teachers/educators

You can suggest this role-play to learners studying this topic who have a basic familiarity with it.

Your role is that of a facilitator, not a judge or an expert. Do not impose your perspective, even if it seems self-evident to you. Balance all positions. The process is more important than the outcome—the main thing is not the ‘right answer,’ but a training in the art of dialogue.

Required materials

• A room or other area large enough for participants to move around freely;
• Sheets of paper with footprints on them (you can use half sheets or even quarter sheets of A4 paper);
• Pens or markers (for all participants);
• Several sample answers to the questions (written on the footprints);
• A list of questions (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 all participants for the reflection session.

Authors/Copyright

Lesia Onyshko and Kateryna Romanova
This activity is based on the Other People’s Shoes activity from The Council of Europe’s training pack, Living with Controversy – Teaching Controversial Issues Through Education for Democratic Citizenship and Human Rights (EDC/HRE), 2015 (see https://edoc.coe.int/en/human-rights-democratic-citizenship-and-interculturalism/7738-teaching-controversial-issues.html)

Suggestions for activity development

To better understand the topic, we recommend preparing a short presentation about the Maidan (you can find brief information in the handbook Maidan: Questions and Answers).For more information about the events of the Revolution of Dignity, please refer to the information and educational materials available at: https://maidanmuseum.org/uk/science/9