The card deck consists on decsriptions from the Reference Framework Competences for Democratic Culture. Participants explore thes and apply them to real life situations:
A “storyteller” tells a story describing a life situation. The “proposer” chooses from his/her competence cards the competences which are needed in this situation. The chosen cards are mixed up with random competence cards from the other player. The “evaluators” try to identify which were the competence cards chosen by the “proposer”.
Correctly guessed cards are awarded victory points. All players play cooperatively and win together as a team once they reached the necessary amount of victory points.
- Exploring the meaning of the 20 competences for democratic culture: values, attitudes, skills and knowledge and critical understanding
- Developing the ability to analyse different situations by using the competences for democratic culture and understanding how they are mobilised in various clusters to enable an effective and appropriate response to these situations
Print card decks
- Decks with each 20 competence cards: One deck per player
- Role cards:
- 1x Storyteller/Evaluator,
- 1x Proposer,
- Evaluator cards for the remaining players.
- 1x Scoring card
- Download: Templates and rulebook
Prepare information about the Competences for Democratic Culture
- Required: smartphone or other device to access the information
- Find here more information about the Council of Europe's Competences for a Democratic Culture | Civic Competences.
The Competence Model:
- Each of the players gets a deck, shuffles it, and places the deck face down in front of them, showing their player symbol or colour on the card back (yellow, red, blue, or green, for a game of four).
- Every card deck consists of 20 cards, one for each of the 20 competences for democratic culture.
- Players randomly receive a role card (1x “storyteller/evaluator”, 1x “proposer”, and “evaluator” card for everyone else) and place it face up in front of them.
The scoring card is placed in the middle of the table.
Introduce aim and rules [10 minutes].
Make sure that every player scans the QR-code on the backside of a card so they can read through the brief description of the competences in the Reference Framework of Competences for Democratic Culture.
The game lasts an uncertain number of game rounds until the end game conditions are met (see end of game).
Every game round consists of four consecutive steps:
The player with the role card “storyteller” describes a short real or fictional situation in which competences of democratic culture are required.
The situation can refer explicitly to civic or political processes, but also to daily interactions, for example between citizens, between groups of citizens or between citizens and institutions.
The player with the role card “proposer” chooses cards from their card deck (without naming the competences), which in their opinion describe best what competences are needed in the storyteller’s situation. The proposer can choose up to as many cards as there are evaluators (so 1-3 in a 4-player-game, 1-4 in a 5-player-game, and so on until 1-6 in a 7-playergame).
The “proposer” places these cards face down on the table.
Then, the other players (including the storyteller) shuffle their card deck and randomly give the proposer 1 card in a way that no player knows the competences on them (face down).
Now there are on the table: the 1 - x cards chosen by the proposer and one card per other player. The proposer takes all these cards and shuffles them face down under the table.
Then the cards are placed face up in a row on the table so that all players can read the competences.
Now all players with an “evaluator” role card (including the storyteller) look at all the displayed competence cards and discuss which competences correspond best to the storyteller’s situation. Their goal is to identify as many as possible of the cards the proposer chose, while avoiding cards that the proposer did not select. The “evaluators” may choose any number of cards and mark them by sliding them out of the card row a little. When the players agree that they finished with the evaluation, the cards are flipped to their backside: the cards in the “proposer’s” player colour are correct guesses, while the cards in other player’s colours are incorrect guesses.
If more than one player plays the same competence the displayed cards show multiple cards with the same competence. In that case, the whole group of cards showing the same competence is counted together either as one correct or wrong guess. If one competence card of this group shows the proposer’s colour on its back, then the group of cards is one correct guess. If no card of this group shows the proposer’s colour on its back, then the group of cards is one wrong guess.
All correctly guessed cards are placed left next to the scoring card. Every card there is worth 1 victory point. All incorrectly guessed cards are placed right next to the scoring card and count 1 negative victory point each. Leave the cards placed on the right and left sides of the scoring card there (players do not take back their cards).
All played cards that were not chosen by the evaluators are removed from the game. If the end of the game was not triggered (see end of game), then rotate the role cards clockwise and start a new game round (again going through steps 1.-4.)
End of the Game
If during the step “scoring” a certain number of cards is reached on the right side next to the scoring card, the game ends after the current game round. Alternatively, the game ends after the game round after which the first player runs out of cards.
We recommend the following end of game condition: The game ends when 10 cards lie on the right side next to the scoring card (10 wrongly guessed cards).
The team receives 1 victory point for every card on the “victory point” side and -1 victory point for every card on the “game end” side. The difference is the team’s score.
Game-based learning and democracy
The game was created in the project Democracy and Games: Analog and Digital Game-Based-Learning Tools for Youth Work Demogames (2019-2022) by Robert Lovell, Ramon Martinez, Calin Rus, and Timea Serb.
Reference Framework of Competences for Democratic Culture (RFCDC)
The Council of Europe's holistic competence framework for Education for Democratic Citizenship and Human Rights.
The ETC Toolkit follows a similar approach and created cards for the EntreComp Competence framework for Entrepreneurship Education.
Compare the RFCDC and the EntreComp frameworks:
- What's different?
- Where are similarities?
- How can EntreComp support learners in co-creating a democratic culture?