ACTIVITY 7
MYTHS AND FACTS
Aim: This activity is designed to help participants, refugees, to become more accurate about the often misconceptions and stereotypes that relate to their situation, culture or legal status. It helps them to better understand the differences between myths and reality and develops their critical thinking and reasoning skills. The activity also encourages interaction and cooperation and creates space for group discussion.
Materials: cards with myths and facts, see Annex 3
Number of participants: 12-16
Time limit: 20 minutes
Variation of implementation: physical and online
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DOCUMENTS
MEDIA
PREPARATION
  • Myths and facts cards

    The teacher prepares a set of cards, Annex 3, with statements that are myths on one side (e.g. "Refugees are not allowed to work in the new country.") and facts on the other side (e.g. "Most refugees have the right to work after obtaining the necessary documents."). Each myth has a corresponding fact card.
  • Space

    A room where participants can move freely and discuss in pairs or small groups.
PROCESS
1
Introduction to the activity
The teacher explains to the participants that they will be working with cards that have statements on them. The claims can be either myths or facts. The goal is to find the person who has the card with the opposite claim - if the participant has a myth, they will find a fact and vice versa.
2
Distribution of cards
The teacher randomly distributes one card to each participant. Participants read the cards and think about whether they have a myth or a fact.
3
Discussion and search for a partner
Participants move freely around the room trying to find the person whose card matches theirs - i.e. the myth and its corrected fact. As they search, they can engage in discussion, sharing their opinions about the statement and thinking about how their cards relate to the fact.
4
Presentation and explanation
Once everyone has found their partners, the teacher invites each pair to read their claims aloud to the group. After the reading, the other participants can express their opinions or join in the discussion. The teacher will correct any inconsistencies and explain which statement is myth and which is fact.
5
Presentation and explanation
Once everyone has found their partners, the teacher invites each pair to read their claims aloud to the group. After the reading, the other participants can express their opinions or join in the discussion. The teacher will correct any inconsistencies and explain which statement is myth and which is fact.
6
Conclusion of the activity
The teacher will conclude the activity by summarizing what the participants have learned. She may also ask questions to encourage participants to think further:

_ Which statement surprised you the most?

_ Did you find it difficult to find your partner?

_ What myth about refugees do you hear most often,
and why do you think it was created?

REFLEXE
  • 1
    How did you feel during this activity?
    _ Participants can describe their feelings while looking for a partner and reading their cards. The    goal is for them to share whether they felt confident, confused, surprised, or unsure if they had a fact or a myth.

    _ "Were you unsure whether you had a myth or fact on your card?"

    _ "What was it like for you to find a partner with a matching card? Was it easy or did you struggle with uncertainty?"

  • 2
    What surprised you most about this activity?
    _ Participants can share which statements or situations surprised them the most. They may have discovered that something they believed was actually a myth, or vice versa.

    _ "Did you encounter a myth that you thought was true?"

  • 3
    Was there a statement that you believed to be fact, but found out it was a myth? What was that like for you?
    _ This question elicits discussion about misconceptions that participants have beforehand. You can focus on specific myths about refugees and their situation.

  • 4
    Why do you think myths about refugees (or other thematic myths) arise?
    _ This question helps participants to think about why different stereotypes and misconceptions exist, how they arise and why it is important to recognize them.

    _ "Who propagates these myths and why do people believe them? What role does the media play?"
  • 5
    What can be the consequences of people believing myths instead of facts?
    _ Participants can discuss the negative effects of myth-mongering on society, especially on marginalised groups such as refugees. For example, you can ask:

    _ "How do myths affect people's behaviour towards refugees?"

    _ "Can belief in myths influence the decision-making of people in your neighbourhood or country?"
  • 6
    How can we defend ourselves against the spread of myths?
    _ This question encourages discussion about how participants can help spread truthful information and how they can respond to the myths they hear. It encourages critical thinking and a proactive approach to disseminating facts.

    _ "How can we help people become better informed and not spread false information?"
  • 7
    Have you come across similar myths in your life? What were they and how did you respond to them?
    _ Participants can share their personal experiences of myths and prejudices they have encountered in their environment and how they have responded to them.

    _ "Have you encountered anyone spreading false information about you or people in your situation?"
  • 8
    What did you take away from this activity? How do you now view myths about yourself and refugees?
    _ This final question gives participants space to summarize for themselves what they have learned during the activity and what changes they have experienced in their perceptions.

    _ "Has anything changed in your view of how people perceive refugees and their situation?"