In this active learning exercise, students take on the role of socially engaged citizens and organize their own demonstration or mini-event. They choose or are assigned a social injustice or ethical dilemma and design a protest that expresses their position. By thinking creatively about slogans, counterarguments, leadership, and legal and philosophical reasoning, students practice both substantive analysis and expressive presentation. This activity stimulates critical thinking and brings ethics and citizenship to life.
- Activity goal
- Activate prior knowledge | Assess | Get to know each other | Practice skills | Reflect
- When
- In class
- Where
- Offline
- Duration
- < 60 minutes| > 60 minutes
- Group size
- Small | Medium
Step-by-Step
Step 1
Introduction of the assignment: Explain that students will design a demonstration or mini-event and take a position on an issue. Briefly outline the different steps of the assignment.
Step 2
Choose your cause: The teacher displays (physically in the room or digitally) various current themes or social injustices. Examples include racism, climate change, digital inequality, or the right to privacy. Students choose the theme that speaks to them and form groups based on their choice.
Step 3
Design your demonstration: Each group works on a mini-demonstration or social event around their chosen theme. You can give them the following guiding questions:
- What exactly is the injustice we are addressing, and why is it important?
- What is our central message or slogan?
- Who is our spokesperson or leader, and why?
- Which philosophical perspective or thinker supports our argument?
- What possible counterarguments might there be, and how will we respond to them?
Step 4
Present your protest: Groups present their demonstration in a short pitch (2–3 minutes per group). This can be creative: with slogans, posters, a short play, or a chant. At the end of all pitches, each group shouts their slogan one last time together – creating a lively closing.
Step 5
Reflect on roles, reasoning, and justice: The lesson ends with a class-wide reflection: What worked well? Which arguments or emotions were impactful? How does legal reasoning differ from moral or activist reasoning? What tensions arose between conviction and counterargument?
Variation 1
Creative protest Have students create protest signs or record a short protest video.
Variation 2
Flexible format: Allow individual students to adapt their form of demonstration (e.g., a video or podcast instead of a live chant).
You can add depth by having students conduct further research into the pros, cons, or dilemmas surrounding their position.
(Optional) craft materials for protest signs
(Digital) presentation or Miro board for an online version
Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.
