World Leaders Game

(The original version of this game was produced professionally with the help and initiative of Emma Seery an Oxford University graduate)

There are 2 ways to play the World Leaders Game: Simple and Advanced. The first assumes an audience of mature 15 year olds or older. The second is ideally suited for college students, but mature younger students can take part as well.

Simple Version of the World Leaders Game

Divide the class into 3 groups. One group are collectively in charge of the World and they must provide peaceful solutions to war eradication and extreme poverty so that it happens by December 12th 2012. The second group, either play the roll of collective cynics when points are put across by group 1, or put forward their own collective alternative points of view. The third group listen and vote the winner.

The Teacher acts in a neutral UN diplomatic capacity to avoid classroom war or when things get off track. To get started, print off the complete list of World issues here. Avoid discussions on religion. This game can last for a few hours or throughout a whole school year by rotating the teams. There is nothing stopping several group 1 and 2's made up of at least two students in each. Gifted teachers can use the debates to deal with problems in the school and local community.

Finally, if you are a teacher and discover a group of your gifted pupils can do a better job than Andronicos 'The Great', he will happily step down as Cyberspace Global Ruler and pass the baton to your school!

Advanced Version of the World Leaders Game

The members of your class will spend one fictional ‘year’ working as World Leaders, each being responsible for one of the 6 main areas defined at the start of the main game.

Warm ups

Aim of the warm ups – to introduce the concepts of leadership and rules, conflict and problem resolution, decision-making, and co-operation versus competitiveness.

Choose one of the following issues and construct a mock trial to resolve the conflict. Some of the issues are related to real social problems, and others are more fun and lightweight, but can still be used to introduce the concepts of conflict, mediation and resolution. If you choose one of the more weighty issues, it may be a good idea to allow the group time to research their side of the issue, and also to encourage them to get into their roles.
- Divide the group into three teams as outlined for each example below.
- Each of the lawyers/Mediators puts forward a question for one of the opposing groups.
- The groups discuss these questions and agree on answers.
- These questions are now asked and answered publicly for the entire class.
- At the end of the ‘trial’ the whole group comes together as a jury, stepping out of their previous roles. Each participant casts a vote and states their reason.
- The votes are recorded and the final verdict announced.

Example 1
THE CASE: Should the coffee company have to change their policy so that 100% of their coffee is bought from Fair Trade sources?
Group 1: The Coffee Company – You are on the directing board of a large international coffee company. Currently 10% of your coffee comes from approved Fair Trade sources.
Group 2: The Fair Trade Campaigners – You are members of a campaigning organisation who want to ensure that all coffee companies ensure that 100% of their coffee is produced and sold according to Fair Trade stipulations.
Group 3: The lawyers/Mediators – You have been called in to control the debate, and to question both sides so that all members of the ‘jury’ (ie. all members of the group) have the information to cast their vote at the end of the trial.


Example 2
THE CASE: A party of travellers are seeking compensation from their travel agency. Their holiday has been cancelled because war has broken out in the tribal state they were intending to visit. Do they deserve to be compensated?
Group 1: The travel agency. You have also lost money due to the cancellation of hundreds of flights and holiday packages, and it simply is not safe for travellers to visit this tribal state at this time.
Group 2: The party of travellers. You have been saving for this trip for the last 2 years, and will not be able to afford to go again in the near future. You also intended to visit a charity programme in the trial state, for which you have been fundraising for the last year.
Group 3: The lawyers/Mediators - You have been called in to control the debate, and to question both sides so that all members of the ‘jury’ (ie. all members of the group) have the information to cast their vote at the end of the trial.


Example 3
THE CASE: Should ‘Company X’ stand by its promise to give all workers a 5% pay increase?
Group 1: The workers. Your company has promised you a wage increase of 5%. You have now been informed that the increase will not happen on the date given due to a lack of money, and the situation will be reviewed in 6 month’s time.
Group 2: The Company. Profits are down by 15% this year, so you have decided to withdraw the wage increase offered to your workers. The other option was to make a percentage of the workforce redundant.
Group 3: The lawyers/Mediators - You are acting as the Union, which is defined for the purposes of this task according to the second type of Union described in the 12-12-12 book.
‘[They] act as negotiators and the voice of their membership to get increases in pay and conditions for their Tribe. They are part of the team to increase the wealth of a company. A partnership.’


Example 4
THE CASE: Should tournament officials allow the team to participate in the tournament even though their application was missing some of the paperwork required to enter?
Group 1: You are a group of football/rounders/hockey players (choose the sport most appropriate to be inclusive of all members of the group.) You sent in an application to take part in a tournament, but did not understand the instructions with the application pack, and therefore did not return one piece of paperwork.
Group 2: You are the tournament officials. You received the application from this team, but did not have all of the information required, and so discarded their application.
Group 3: The lawyers/Mediators - You have been called in to control the debate, and to question both sides so that all members of the ‘jury’ (ie. all members of the group) have the information to cast their vote at the end of the trial.


Example 5
THE CASE: Tribal group A has introduced a policy that women who become pregnant before the age of 17 ought to forfeit the right to further education. Tribal group B claims this is an infringement of Human Rights and wants to overturn this policy. Should the policy be overturned?
Group 1: Tribal group A – you believe that this measure will deter women from early pregnancy, allowing more places in further education for more deserving candidates.
Group 2: Tribal group B - you believe that tribal group A’s policy is both sexist and an infringement of Human Rights. You feel obliged to stop this policy punishing women (and only women) by depriving them of education.
Group 3: The lawyers/Mediators - you have been called in to control the debate, and to question both sides so that all members of the ‘jury’ (ie. all members of the group) have the information to cast their vote at the end of the trial.

Function of this warm up

  1. Introduces the concept of competitiveness and co-operation, with mediation also playing a key role.

Get the students to imagine that they are stranded on a desert island. Divide the class into groups to discuss how they would organise life on the island.

- What laws (if any) would be important and why? How would laws be enforced?
- What problems or conflicts might occur? How would they deal with such conflicts?
- How would they take cultural, ethical and social differences into account?

Encourage students to consider programmes such as Big Brother, Survivor and other reality TV shows, books such as Lord of the Flies, and their own experiences of situations where strangers and different groups of people are forced to live and work together.

Function of this warm up

  1. To introduce the idea of self-management, and a consideration of how rules are related to law and order, and social harmony.
  2. To encourage students to consider problems with hierarchy, leadership and rules.



Aims of the game

  1. The main aim of the game is to get the students working successfully to a common goal, whilst also giving them an appreciation of the problems of leadership, rules and teamwork.

The process of the game
The World Leaders Game progresses in the following way:

  1. Individual thinking - to set members of the group individual tasks, and give everyone separate areas of responsibility to encourage independent thinking.
  2. Teamwork - to encourage team work, both amongst individuals working to collective goals, and also individuals with separate agendas.
  3. Consensus decision-making – to bring the entire group back together, and encourage a group decision on an issue where they are initially divided.
  4. Negotiation – to offer resources to the group, and initiate a negotiation to decide how they are distributed.
  5. Self-evaluation – to bring the game to a conclusion by forcing a group decision based on both external factors, and performance through the game.


Throughout the game players will assume roles and become Officers working in one of the following 6 areas. As the game progresses players will have to:

  1. Make decisions, and prioritise work to be done in their own areas.
  2. Work together to represent their area to the whole class.

The 6 main areas are:

  1. Health
  2. Education
  3. Environment
  4. Law and Order
  5. Human Rights – inc. spirituality
  6. Mediation

If you are working with a class of 12, 18, 24, or any other multiple of 6, roles should be divided equally amongst the 6 areas.

If you are working with a class where the number of students is not a multiple of 6, the mediation team should have the unequal number of students. This can be achieved in a variety of ways.

Ideally 24 students – 4 Officers for each area, and 4 Mediators

27 students
- 4 Officers for each area, and 7 Mediators

23 students – 3 Officers for each area, and 8 Mediators
             OR – 4 Officers for each area, and 3 Mediators


When students are continuously absent or will be absent for a long period of time:

  1. If they are members of the mediation team, they do not need to be replaced.
  2. If they are individual officers, they should be replaced with a volunteer from the mediation team who wishes to takeover their role.

One-off absences should be treated as unfortunate but an inevitable part of life!

Assigning Roles

Method 1 – arbitrary assignment
Once you have decided how the class will be divided according to the number of students (see ‘Roles’), allow students to choose a card which will tell them the area to which they will be assigned. There is a simple template included in this pack.

Method 2 – ballot system
- Place the names of all students into a ballot.
- Draw them out to create a list, numbering the students from first to last according to the order in which the names are chosen.
- The students then choose which role they would like, in the order in which the ballot has placed them.

Method 3 – elected preferences
Allow all students to choose which role they would like to take on, and draw up a list of everyone’s first preference for all students to see.
Where roles are over-subscribed (eg. if there are 4 Education Officer roles and 7 students who choose this role):
- Beginning with the role which is most over-subscribed, allow the students interested in the role to state their reason in one sentence.
- Then allow the whole class to vote on who is successful.
- Those who are unsuccessful choose another role to be considered for from the areas, which have not already been decided.
- Move on to the role, which is next in demand, and continue this process until all roles are filled.

Cards for arbitrary assignment of roles

There are 34 cards below.
More mediation cards have been included for flexibility depending upon numbers.
For groups of more than 34, add groups of extra Officers.

Health Health Health Health Health
Education Education Education Education Education
Environment Environment Environment Environment Environment
Law and Order Law and Order Law and Order Law and Order Law and Order
Human Rights Human Rights Human Rights Human Rights Human Rights
Mediation Mediation Mediation Mediation Mediation
Mediation Mediation Mediation Mediation Mediation


ROUND 1 (January to February)

Once all positions are assigned the year begins.
All members of the class are given:
- A Job Responsibility sheet for each Officer and Mediator, (obviously including their own questions.)
- A copy of the Decision making resource.

Officers work independently on their Job Responsibilities to draw up a plan for their year in office, in which they will:

  1. Answer the questions asked in their Job Responsibilities.
  2. Prioritise their responsibilities as the final question for each Officer asks.


  1. Also answer the questions asked in their Job Responsibilities.
  2. Then use this time to consider the Decision making resource, and to discuss other ways of resolving conflicts, ensuring inclusivity, making decisions, dealing with problems etc. They should be ready to advise groups of Officers in the next round, and also to evaluate the Officers’ co-operation and decision-making skills.

These Job Responsibilities ask the main questions that each Officer will initially have to deal with. They focus on the main issues, which need to be addressed by World Leader. Some outline particular problems to be solved or questions to be answered, some are instances where the instigation of a system is required. Some are simple decisions about how things ought to be organised, others are more complex questions of how something ought to be achieved.

1. Health Officer
- Which drugs should be legal, and which should not? How can you deter people from using any drugs, which damage health?
- Should Genetic Modification and Cloning be allowed? If so, in which circumstances?
- Should there be efforts to control population growth? If so how can this be achieved?
- Should all drugs and medicines be universally available? If so how can this be achieved?
- What healthcare provision should be universally available?
- What would be your 5 main priorities in improving World health?

2. Education Officer
- What education provision should be universally available? How will this be achieved?
- How will you ensure that education improves international communication and understanding?
- Should there be a 24-hour drug channel, showing shocking drugs-related scenes to reduce drug abuse? What will be the rules on content?
- Should a library of man’s knowledge be compiled? If so how will this be achieved and what will it contain?
- How will education teach the skills of parenthood, and raise awareness of the responsibility of becoming a parent?
- What are your 5 main priorities in improving Worldwide standards of education?

3. Environment Officer
- How will the Sahara Project begin and progress during this year? (see 12-12-12 book 3.70)
- Should Genetic Modification of crops be allowed? If so, in which situations? And what rules and regulations should be adhered to?
- How will the rights of animals be protected?
- How will Global Warming be stopped?
- How will the increasing problem of litter and waste be solved?
- What are your 5 main priorities in solving environmental problems?

4. Law and Order Officer
- Should there be a police force? How should it be formed? How should it operate?
- How will you establish a universal list of all laws and their definitions? What will this achieve?
- How will offenders be tried and punished? What punishments will be allowed?
- What special policies should be in place to deal with young offenders?
- What laws will be established regarding divorce and separation?
- What are your 5 main priorities in ensuring that law and order improves society?

5. Human Rights Officer
- What rules should govern freedom of speech?
- How will children’s rights be protected?
- How should people’s Human Rights be protected with regard to divorce and separation?
- How will women’s rights be protected? Think of ways in which women are not given basic Human Rights and how these instances can be combated.
- What efforts will be made to ensure all religions can co-exist in harmony?
- What are your 5 main priorities in ensuring that Human Rights are protected?

6. Mediator
- What are the major problems with how people communicate? How can they better co-operate and communicate?
- How will you help the Officers to communicate and work together?
- What are your main priorities as a Mediator?

ROUND 2 (March to April)

Officers are called to meet with all other Officers working on the same area as them. The aim of these first meetings is to discuss everybody’s answers to the questions asked in their Job Responsibilities.
Mediators are observers at this stage, and each Mediator observes one group of Officers. Depending on the number of Mediators, some groups of Officers may have more than one Mediator observing their meeting.

- Each Officer presents their ideas for dealing with the tasks outlined in their job descriptions, to the rest of the group.
- After all Officers have spoken, each Officer has the opportunity to give feedback on what they have heard, and to vote for which Officer has the best overall strategy.
- Then the Mediator(s) inform the group that they will be working together on their tasks for the rest of the ‘year’, and that they have 20 minutes to devise a list of their priorities and answers to their Job Responsibility questions that all members of the group are happy with.
- Throughout the meeting Mediators are asked to watch the behaviour/interaction of the group closely noting how they deal with criticism, how they behave when voting, how decisions are made, how any conflicts are avoided.
- After 20 minutes the Mediators give feedback and constructive criticism to the groups on how they have co-operated during this, their first meeting.
- Finally Officers should then present their answers, solutions and priorities to the rest of the class, and take questions on their decisions.

Rating for round 2

  1. The Mediators come together and give all groups marks out of 10 for how well they co-operated and communicated in round 2. This mark is their rating for round 2.
  2. Meanwhile the Groups of Officers each give their own Mediator(s) marks out of 10 for how well they gave their feedback/constructive criticism at the end of the activity. All Officers then come together and average the ratings they have decided on to give an overall Mediator’s rating for round 2.

ROUND 3 (May to June)

A meeting is called for all participants.
There has been a crisis and the whole of the class must decide how to proceed.

Crisis: A group of rebels has taken control of one Sahara working camp. They have 1,000 hostages, and claim to have planted bombs in each of the 100 Sahara camps. They are threatening to trigger these bombs unless the class members hand over their World leadership.

Options: The class must decide whether to attempt a negotiation with the leader of the rebels, or whether to take aggressive action.

For this scenario the group will use the Boxing Ring model as explained in the Decision Making resource.
You may also invite one of the Mediators to act as facilitator in this exercise if they feel able to do so. They should explain how the exercise works and then lead the class through it.

Even if the group takes aggressive action, the course of action that they decide upon must be announced as 100% successful, with no serious casualties and no repercussions. Unrealistic though this is, this exercise will teach the group about:
- Making decisions in a large group to achieve a single aim.
- Letting go of their own opinions if they are not in accordance with the majority, and being right to do so (as the outcome will always be in favour of the majority in this exercise.)

After the decision is made, you read the result of the action taken from the two options below. The precise result may be altered depending on the discussion that has taken place. For instance, issues and considerations with which the class was concerned, but which are not mentioned here may be brought into the result to make it more relevant.

Result 1 – The negotiations were successful.
The rebel leader was forced to admit that the group’s aim to assume World Leadership was unrealistic. They tried to bargain for money and an opportunity to make a get-away, but finally crumbled and admitted that there were only 100 rebels rather than the 500 they had claimed. At this point your law-enforcing group stepped in and now the 100 rebels are in custody pending a decision from the Law and Order officers on their future.

Result 2 – The aggressive action was successful.
Having stormed the camp taken by the rebel group, your law-enforcing group discovered that there were far fewer rebels than expected. They also admitted that their claim to have planted bombs was entirely false. The 100 rebels are in custody pending a decision from the Law and Order officers on their future.

ROUND 4 (July to August)

At this stage groups of Officers reconvene, and the Mediators also come together to form a group. The whole class is then informed of the following scenario.

Scenario: 1,000 extra workers have signed up to dedicate the next 10 years to working for any of the Officers. The workers are to be divided between the areas. Each group should decide how many of these 1,000 workers they think they need for the projects they are involved in.

- Hand out the information below for each group – they must also take into account the decisions they made in the first two rounds.
- Allow 15 minutes for discussion, and then ask how many workers each group requires and why.
- Record these initial requests on a wall chart for all groups to see.
- Now lead a negotiation until the groups work out a way of fairly distributing the workers – it is most likely that all groups will have asked for too much.
- Finally lead a discussion of how fair the final distribution is, and also what the group has learned from this process of negotiation. Point out that all Officers and Mediators are actually working together to be World Leaders and improve the state of the World.

The key to this exercise is to encourage a situation where it is difficult for groups to negotiate or to divide the available workforce fairly. Ideally groups should begin by demanding more than their fair share, as the subsequent necessary negotiations are the important part of the exercise. The information below is designed to give the groups ideas to substantiate their claim to more than their equal share of the work force. You can also use previous discussions regarding their chosen group priorities to show the groups why they have a claim to a large workforce.

Information cards for ROUND 4

Tackling all the health problems in the World will require a huge workforce. The workforce you require also needs to be highly trained, so the sooner workers can begin training the sooner they will be able to begin helping people. If people do not have their health, they have nothing.
There are currently large areas of the developing World where there is little or no education provision. In order to make education available in these places there will need to be a huge increase in the number of teachers and trainers. Education is also important for all areas, to raise awareness of the problems all Officers are trying to overcome.
The environment is often neglected when plans for World improvements are discussed. The list of environmental crises in the 12-12-12 book shows how many problems there are to be worked on. Also you have responsibility for the Sahara Project, needing huge numbers of workers.
Law and Order
No society can function without laws. To enforce laws Worldwide requires a huge workforce. Also there are many jobs involved in law enforcement which can only be done by people, as opposed to computerised systems etc. Law enforcement is a job where continuous vigilance is required.
Human Rights
Ensuring Human Rights are respected is one of the most important jobs in society. Without respect for differences in society it is impossible to make progress in other areas. A huge and diverse workforce is needed to ensure everyone’s Human Rights are respected in the work done by all other Officers.
Better communication is the key to making the biggest impact in improving World conditions. You need a huge workforce in order to organise training so that people are capable of co-operating and collaborating most effectively.

ROUND 5 (September to October)

In this round groups of Officers and Mediators will co-operate to solve problems together. In each instance below, the two groups involved in the problem have a vested interest in the issue for discussion.

Each group will be involved in 2 discussions in this round:
FIRST: Discussions 1 –3
SECOND: Discussions 4-6

  1. Bring the groups together for their first discussions (Health with Environment, Human Rights with Law and Order, and Education with Mediation.)
  2. Give the groups 15 minutes to complete the task/find a solution.
  3. Groups then come together and each group then presents their problem and solution to the entire class. This should only be a short presentation of 2-3 minutes, but should be followed by time for the rest of the group to ask questions/make any comments on the problem and solution.
  4. Repeat this for the second round of discussions and problems.

Discussion 1
Health & Environment: Genetic Modification

Scientists have discovered a way of curing the all-fatal diseases in the World. The cure involves Cloning certain cells, and introducing them to animals to test the effect. If this process is successful it will then be used on humans with a 100% success rate. Will you allow the use of this process?

Discussion 2
Human Rights & Law and Order – Divorce

A man has just discovered that his wife was originally a man, and that she had a sex change operation 2 years before they met. Should he be able to divorce his wife on these grounds?

Discussion 3
Education & Mediation – Languages and communication

The entire education system in the USA is refusing to adopt Swahili as one of the languages they have been asked to teach young children in the aim of better international understanding. How will you convince them that this is a necessary part of the education system you have introduced?

Discussion 4
Health & Education – Parenthood/population

One tribal state has become over-populated. The people of this tribal state are defending their right to have as many children as they like, but they are also suffering from the effects of over-population. What advice will you offer them?

Discussion 5
Environment & Law and Order – Sahara and police force

The question of how to police the workers camps in the Sahara has not previously been dealt with. Since the rebel incident, workers have been increasingly concerned about their safety and are demanding that something be done to increase the security of the camps. What is your solution?

Discussion 6
Human Rights & Mediation – Freedom of speech

Two of the major religious groups in your tribal state have entered into a public dispute. Both are using the media to give public voice to their views. Although you uphold freedom of speech, this debate is now getting out of control. How will you convince the two groups to end their dispute?

Aim of this round
By this stage in the game all players have had the opportunity to learn and experience new ways of communicating, negotiating and coming to joint decisions. This round places participants in a more complex situation, where they are working with Officers from different areas who do not necessarily share their agendas. This round also means that participants work in larger groups when making decisions.

ROUND 6 (November)

In this round all Officers and Mediators write their end of year reports.

The Process:

  1. The class forms groups with all others working on their area.
  2. They draw up a simple list of their 5 main priorities.
  3. Now each group is given a dice, and for each of their 5 priorities the group rolls the dice to see whether they have been successful in meeting their aims.
  4. The scale of success is as follows:
    1 to 3 – this scheme has been unsuccessful, and there has been degeneration in this area.
    4 to 6 – there have been considerable improvements in this area.

Having established the relative success and failure in the various areas they prioritised at the beginning of their time as Officers, they must now present their achievements (or lack of achievement) to the rest of the class.
You must note each group’s number of successes for the next and final round.

Now a vote takes place to discover which group is most respected by the other groups.
Each individual votes on which of the 6 groups worked most co-operatively, and successfully throughout the game.
As a result of the vote the groups are ranked 1 – 6, with 1 being the most respected. They are not informed of their final position - you as the facilitator make a note of this respect rating for the next and final round.

ROUND 7 (Finale – December)

Only one group of World Leaders can continue in their roles next year. In this round, all participants will decide which group deserves this privilege.

The Table
The table below is the basis of this final round.

Column 1 – Enter the rating assigned at the end of round 2.
Column 2 – Already entered as an extra and independent consideration.
Column 3 – Enter the number of successes each group had according to their end of year reports, as decided in round 6.
Column 4 – Already entered as an extra and independent consideration.
Column 5 – Enter the respect rating decided but not revealed in round 6.

Rating from round 2 Average age of Officers No. of successes from round 6 Percentage of the total year’s budget spent Respect rating from round 6
Health   40   12%  
Education   25   20%  
Environment   18   5%  
Law and Order   60   9%  
Human Rights   50   19%  
Mediators   35   35%  


  1. Present the table below to the class, but only revealing the first column to them.
  2. Now lead a discussion to decide which group should be ‘sacked’ first, on the basis of this first criterion.
  3. Now reveal the second column, and lead a discussion to decide which group is to be ‘sacked’ next, taking all information to date into consideration.
  4. Continue until all criteria have been revealed and the class has made a final decision as to which group will continue in their roles next year.
  5. Finally discuss how the group’s decision may have been different if they had seen all criteria at once, and had made their decision based on all information.



Decision Making Resource

The following information is to help you facilitate effectively throughout the game, and also for use by participants (particularly Mediators). The Consensus Decision Making processes can be used at any time to show the group a positive example of co-operation and communication in a decision-making process.

Consensus Decision Making

1. Brainstorming and adaptation
The problem, or decision to be made, is defined and explained. It helps to do this in a way, which separates the problems/decision from individual personalities.


  1. Brainstorm possible solutions. Write them all down, even the crazy ones.
  2. Have a time for discussion, questioning, and clarification of suggestions.
  3. Modify suggestions – eliminate some, suggest combinations or variations, assess which are the favourites.


  4. State the choice of proposals so that everyone is clear on the alternatives.
  5. Discuss the pros and the cons making sure everyone has a chance to contribute, and decide as groups which option has the greatest consensus.
  6. Suggest and acknowledge friendly amendments and minor changes to the decision, and clarify the terms of the decision.
  7. Check for consensus.

2. Go-round

This is a quicker and simpler method of reaching consensus
The pros of this method are:
- Everyone has the opportunity to speak and has equal attention from the group.
- People will recognise ways of combining suggestions, and reaching a compromise in a non-confrontational way.

  1. The right to speak moves around the group, and everyone suggests a solution to the problem/issue for discussion. When it is one person’s turn to speak, the rest of the group must remain silent until their turn.
  2. The right to speak moves around the group again, and everyone explains their view on the matter at hand taking the first round of comments into consideration.
  3. These steps are repeated until a consensus is reached. This will usually occur when one member of the group suggests a decision, which the rest of the group agrees with, so that the decision is then repeated/echoed by all following members. Even when some modification is made in this final round, as long as there are no objections and all members seem content with the decision, this will generally still result in a consensus.

Resolving Conflict

1. The boxing ring

This is a method of resolving a conflict where two opposing solutions are offered.

Example: There are incredibly high winds across the Sahara desert, making work there very difficult.
Two distinct suggestions have been offered by the group to solve this problem:

  1. To abandon work until the weather is more suitable for working, as workers’ health should not be put at risk.
  2. To continue working, as to make a little progress in bad conditions is better than not making any progress at all, especially when there is no way to estimate how long the bad weather will continue.

In this case it is not easy to reach a compromise, as the two suggestions are mutually exclusive. This method can also be used in the case of differences of opinion, which could be solved by combining ideas/solutions.


  1. State the two conflicting suggestions, and ask the group to divide themselves into two groups – one to support each idea.
  2. Each group chooses a representative to argue their case.
  3. Both groups spend 3 minute brainstorming ideas to support their suggestion.
  4. The two representatives meet in a space between the two groups of supporters.
  5. Rep 1 has two minutes to make their case, and Rep 2 then has 2 minutes to respond.
  6. The representatives return to their groups, and weigh up what has been said. They discuss how they feel on the matter, and their representative again takes what they have said to the centre for a second round of ‘boxing’.
  7. This process is repeated until a compromise or a decision is made.

NB. If there is no sign of consensus/compromise after 3 rounds, it may be a good idea to ask members of the group to move if they have changed their mind. This can result in an obvious bias toward one suggestion, and will help the decision-making process draw to a close.

Quick Links for The Blueprint for the Eradication of Extreme Poverty and War by December 12th 2012

Simple Site Map

All the 600 issues (or topics) to bring about World Peace and the eradication of extreme poverty by December 12th 2012 are divided up into 12 main headings as found on the home page. Alternatively, you may find useful navigation hints below:

  • Download and optionally print the 12-12-12 book in whole or in part
  • Read a whole section online via the home page or via the exploded list index of all issues
  • Read each issue one by one. This is ideal if your internet speed is slow, or you wish to quickly translate a page
  • Search for a particular topic that is of interest to you
  • Listen to Andronicos "The Great's" unusual speech
  • Talk about the material in Senior High School or College lessons using the discussion topics (view some examples here)
  • Recite a touching poem about World Peace: The Ancient Song of The Human Race

Please note: this website is written in British English

12-12-12 Membership

Statistics of Shame
Statistics of Shame

It will take an average person 12 hours to read and understand the contents of this website and listen to 'The Speech'. Is one hour a day for 12 days too long? Why don't you email the link to 12 of your friends and discuss their opinions in 12 days time? Maybe the 7th person in your email chain can break the secret code and the 12th person, may hold the key to World Peace. Are you or someone in your family the 7th or 12th person?

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The 12-12-12 website is an educational website that facilitates individual or group discussion. The coded 12-12-12 book is a snapshot, written over an 87 day period, of the major problems in the World as at March 17th 2002 and possibly how to resolve them. The author Andronicos has written it in an ironic style to act as a catalyst for constructive discussion.
This website does not solicit nor accept paid advertising or web awards. Neither does it solicit donations from other organisations, charities, corporations or members of the public.

© Andronicos 2003 (Who for the record, does not profess to greatness in any shape or form and is quite honoured by the amount of interest this project is attracting worldwide).
Last modified: 29 May 2007