Long River
General information
Organisation / School
Costache Negri National College
Duration
4 h
Target group (age range)
17-18
Group format
Group/class
Context of the Practice
The activity themed 'LONG RIVER' aimed at developing social and civic competences. The children, representing four countries facing various challenges, had to negotiate and find solutions to ensure the survival of both their countries and the river.
Description of the Practice
In a far off region the mighty Long River winds its ways from the mountains to the sea.
As it passes through many countries each has developed their own unique relationship to the river. Each has its own beautiful, rich, historic and distinctive culture.
But in the North the people of the ancient Kingdom of Oldovia have recently carried out a revolution. Now they are a new country: “The Republic of Newmania”. They are eager to catch up with the modern world and have industrialised the country at an incredible rate. They are thrilled with the successes of the new regime and proud to be free: a unified people making progress as a modern society.
On the other bank of the river in the North the people of Piscatoria still go about their simple agricultural life. Most people live near the river and its tributaries in the mountain regions. Their national dish is made of fish from the river, but the pollution from Newmania is ruining their way of life.
This has been made worse by the decision of the highly ethical and modern people from Greenerland. They have dammed up the river for hydroelectric power and filled their hills with windmills. But the new damn has caused flooding further upstream whenever the rains are heavy.
Meanwhile, in the tropical South East the rainforest dwellers of the Mystico Delta have been blissfully oblivious to the trouble upstream. At least, they were, until the DeltaHorse, mystic and revered creature of the swamp lands, began to die out. As sightings of the DeltaHorse have decreased, disease has spread through the Mystico Delta. They believe that the two things are connected and the loss of the Horse is the cause of illness.
For the first time ever The Council of the Long River is about to meet on Reconse Isle.
The task is represent the cause to the others and find a settlement that can benefit everyone.
They have 15 minutes to meet in national groups and get ready for the council. Instructions give more details and the format for the presentations and negotiations.
Link with Uchronia or Alternative Narratives
Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?
Yes
Explanation:
Yes, because the students were placed in a hypothetical situation where they had to solve various national issues. They played the roles of experts and ambassadors for their respective countries.
Social and Transversal Skills Developed
What are the skills developped?
- Empathy
- X Communication
- X Cooperation
- X Conflict management
- X Critical thinking
- Media literacy
- X Creativity
- Other
Explanation:
The competences are developed through experiential learning and role-playing. By stepping into the shoes of ambassadors and experts, students move from theoretical knowledge to practical application. They develop social and civic skills by navigating conflicting interests, practicing active listening, and using diplomacy to reach a consensus. The process of negotiation forces them to understand interdependence—the idea that one country’s actions (e.g., pollution or damming upstream) have direct consequences for others.
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
This practice targets all learners, but it is particularly effective for those facing disengagement or learning difficulties through its interactive nature.
Target: High school students (11th grade), including those who may struggle with traditional, lecture-based lessons.
Accessibility measures used:
Accessibility measures: To support diverse learners, the roles are assigned based on individual strengths. Visual aids (maps of the river) and simplified "country profiles" are provided to ensure that students with different reading speeds or language levels can participate equally. Scaffolding is used by the teacher to guide the negotiation process without dictating the outcome.
Impact and Outcomes
Observed impact on pupils:
Impact: Students reported a significant increase in empathy and a better understanding of global politics. They shifted from a "me-first" mentality to a "common-good" perspective.
Feedback from teachers or pupils:
Teachers noted higher levels of engagement compared to standard civic education classes. Students expressed that the "Long River" simulation made abstract concepts like "sustainable development" and "conflict resolution" feel real and urgent.
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
Yes, this practice is highly replicable and versatile.
Conditions for success: It requires a clear set of rules (the "scenario"), a facilitator (teacher) who remains neutral, and enough time for the "Council" to debate.
Adaptation: It can be adapted to other subjects, such as Geography (focusing on environmental issues) or History (simulating peace treaties). It can also be scaled for different age groups by adjusting the complexity of the countries' problems.
Relevance for Reframe the Story
This practice is directly relevant because it encourages students to reframe a narrative of conflict into one of cooperation. Instead of seeing the river as a source of competition, the activity teaches them to view it as a shared responsibility. By "reframing the story" of their assigned countries from "rivals" to "partners," students learn that global challenges require a shift in perspective—moving away from isolationism toward a collaborative, human-centered story.