Role‑Play “Athéïcité” for Teaching Secularism and Republic Values
General information
Organisation / School
Pôle civisme et laïcité, Académie de Strasbourg (Valuers of the Republic academic team)
Duration
Flexible — typically implemented over several class sessions, with preparatory and debriefing phases; can span 1–3 weeks depending on teacher planning.
Target group (age range)
Middle and high school students (approx. ages 12–18)
Group format
Whole class role‑play with students assigned roles in groups.
Context of the Practice
This practice is part of the civic and moral education resources offered by the Academy of Strasbourg, designed to teach students about laïcité (secularism) and the core values of the French Republic through an immersive role‑play. It is used within the framework of Éducation morale et civique (EMC) and other social sciences lessons, helping students understand abstract principles through interactive engagement.
Description of the Practice
The “Athéïcité” role‑play is a pedagogical scenario developed by the Equipe académique Valeurs de la République of the Academy of Strasbourg to support the teaching of secularism and democratic values. Set during a fictional crisis in the Third Republic, the scenario places students in a simulated debate in the National Assembly where representatives of contrasting positions — between anti‑religious factions and religious parties — confront each other over the relationship between state and religion. Students assume different roles (such as deputies, presidents of the Assembly) and engage in structured deliberation and negotiation, exploring competing views on state control of religions, separation of powers, and protection of individual liberty.
The scenario evolves over time, imagining an alternative history where an atheist republic emerges in 1905 and later challenges students to re‑invent secularism in 2005 under new elected deputies. Resources provided include game sheets, role descriptions, support slides, and videos for classroom launch and guidance. This immersive activity makes abstract civic values tangible, encourages respectful debate, and prompts students to reflect on the meaning and practice of secularism in democratic societies.
Link with Uchronia or Alternative Narratives
Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?
Yes
Explanation:
Explanation: The activity uses fictional and alternative historical narrative (“Athéïcité” in 1905 and 2005) to explore secularism and civic values. By imagining how a republic might respond to different socio‑religious pressures, students think critically about how values and institutions are shaped, which embodies the core of uchronia — what if history had unfolded differently?
Social and Transversal Skills Developed
What are the skills developped?
Empathy
Communication
Cooperation
Conflict management
Critical thinking
Media literacy
Creativity
Explanation:
The role‑play challenges students to consider perspectives different from their own (empathy), articulate and defend arguments (communication), work collaboratively with peers (cooperation), manage disagreements and negotiate roles (conflict management), analyze complex political and historical issues (critical thinking), interpret supporting resources such as role sheets or media extracts (media literacy), and creatively engage with alternate historical outcomes (creativity). Through structured reflection and debriefing, learners deepen their understanding of secular principles and democratic deliberation.
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
The design is adaptable for a wide range of learners, as roles can be differentiated by complexity to support diverse abilities and engagement levels, and the interactive format benefits learners who struggle with passive instruction.
Accessibility measures used:
Materials (PDF slides, game sheets, videos) are prepared for classroom use and can be adapted by teachers for students with varying reading or language skills; teacher facilitation ensures inclusive participation.
Impact and Outcomes
Observed impact on pupils:
The role‑play helps students internalize abstract civic concepts, promotes active participation, and strengthens civic understanding of secularism, rights, and duties within a democratic framework. By embodying historical roles, students build confidence and deeper engagement with the subject matter.
Feedback from teachers or pupils:
Teachers report that students become more reflective about the principles of secularism, show increased participation in discussions about citizenship and democratic values, and demonstrate clearer grasp of how democratic deliberation functions in pluralistic societies.
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
Requires teacher facilitation, role‑play materials (provided online), and alignment with civic education or EMC objectives. The scenario’s flexibility allows adaptation to different age groups and classroom durations.
Relevance for Reframe the Story
This practice is directly relevant to Reframe the Story because it demonstrates how alternative narratives and speculative role‑plays can be used to engage students with complex civic principles — such as secularism, liberty, and equality — by situating them in dynamic historical contexts. Through this uchronia‑inspired role‑play, learners are empowered to critically analyze how values and institutions might evolve under different conditions, thereby strengthening their historical reasoning, empathy, and democratic competencies.